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Suggestive  Lessons  in 
Numbering 

Arranged  for  Individual  Work 

FIFTH  GRADE 


BY 


MARGARET  M.  CAMPBELL,  M.A. 

Department  of  Mathematics,  Junior  High  School 

University  of  California,  Southern  Branch 

Los  Angeles 


1922 

HARR  WAGNER  PUBLISHING  CO. 

San  Francisco 
California 


miiiiiiiiiiiim 


SUGGESTIVE  LESSONS   IN  NUMBERING 


Arranged  for  Individual  Work 


FIFTH  GRADE 


BY 


MARGARET  M.  CAMPBELL 

Department  of  Mathematics,  Junior  High  School 

University  of  California,  Southern  Branch, 

Los  Angeles 


February  15,  1922 


1922 

HARR  WAGNER  PUBLISHING  CO. 

San  Francisco 

California 


Copyright  1922 
By  Harr  Wagner  Publishing  Co. 

1900 


PREFACE. 

These  lessons  are  planned  to  use  with  the  California 
State  Series,  and  so  are  not  complete  in  themselves,  but 
they  show  possibilities  of  securing  material  from  other 
divisions  of  the  curricula.  So  close  is  the  relation  between 
arithmetic  and  the  other  branches  of  knowledge,  that  it 
might  be  said  that  only  the  mastery  of  the  fundamental 
processes  should  be  designated  arithmetic,  for  the  appli- 
cation belongs  wherever  quantitative  thinking  is  desirable. 
The  importance  of  finding  favorable  opportunities  for  this 
kind  of  thinking  cannot  be  over-emphasized,  and  nowhere 
are  they  more  auspicious  than  along  the  lines  of  the  pupils' 
present  interests  and  needs. 

In  consideration  of  the  pupils'  individual  abilities  and 
differences,  the  arrangement  as  well  as  the  graded  steps, 
both  in  the  separate  lessons  and  the  series  as  a  whole, 
is  such  that  they  may  progress,  each  at  his  own  rate  of 
speed  and  with  his  own  degree  of  doing.  The  essential 
points  are,  that  each  pupil  feels  an  inner  urge  to  do,  and 
that  he  develops  his  own  power  by  such  activity. 

M.  M.  C. 

February  15,  1922. 


492236 


••••*£« 

'•»        »         •.*•          » 

••»••« 


TABLE  OF  CONTENTS 


Lesson 

Measuring. 

I.     Estimating  and  measuring  with  a  ruler 

II.     Keeping  a  record  of  arithmetic  lessons 

III.  Keeping  a  record  of  other  school  work 

IV.  Making   a   checkerboard    

Common  Fractions. 

V.    Lines   

VI.     Circle;  square   

Addition   and   subtraction   of   fractions 

Drill   sheets — Addition   of   fractions    

VII.     Checking  addition   of   fractions    

VIII.     Measuring    squares    

Drill  sheets — Subtraction  of  fractions   

Working  With  Time. 

IX.     Counting    time    

X.     Picturing   time    

XI.     Saving    money    

Miscellaneous. 
XII.     Working    a    puzzle     

XIII.  How  to  read  the  time  table 

Project  Children's  Book  Week. 

XIV.  Making  a  picture  of  a  bookcase 

XV.     Making  a  pasteboard  model  of  a  bookcase, 

Drill   Sheets — Multiplication   of   fractions . . 

XVI.     Learning   to  read  scale   drawing 

XVII.    Making    bookcase    , 

XVIII.     Buying    books     

Football 

XIX.    Drawing    the    field    

XX.     Scoring  the   game    

Being  Well  and  Strong. 
XXI.    How  to  read  the  table  of  heights 


ii 


CONTENTS 


Lesson  Page 

XXII.     Beading    table    of    weights 58 

XXm.     Figuring  heights  and  weights   60 

XXIV.     Making  a  table  of  heights  and  weights  for  the 

class    62 

XXV.     Keeping    a    monthly    record    of    an  individual's 

height  and  weight   63 

Drill  sheets — Division  of  fractions  66 

XXVI.     Being  a  checker  at  cafeteria 67 

Selecting  Proper  Food. 

XXVII.     Suitable  foods  for  boys  and  girls 69 

XXVIII.     Suitable  foods   72 

XXTXr     Helping  to  use  a  fireless  cooker 73 

Working  With  Money. 

XXX.     Counting  money    75 

XXXI.     Figuring  costs  and  making  change 77 

•Making  Christmas  Presents. 

XXXII.     Problems  of  the  sewing  class   78 

XXXHZ     Sailboats     80 

XXXIV.    Envelopes    81 

XXXV.     Holder  for  pictures  and  kodak  films   84 

Blocking  Patterns. 

XXXVI.     Toy    pig    86 

XXXVII.     Toy  pig   87 

XXXVIII.     Sketching  human  figure   89 

XXXIX.     Comparative  studies  of  human  figure 91 

XL.     Sketching  figures  of  children  92 


SUGGESTIVE  LESSONS  IN  NUMBERING 

ARRANGED  FOR  INDIVIDUAL  WORK. 


FIFTH  GRADE. 


LESSON  I. 

1.  (a)   Draw  a  line  that  you  think  is  one  inch  long. 
Measure  with  a  ruler,     (b)   Draw  another  line  that  you 
think  is  one  inch  long.     Use  your  ruler  to  draw  an  inch 
line    just    below   this,      (c)    Practice    drawing    inch   lines 
without  the  ruler  until  you  can  make  them  look  as  though 
they  had  been  drawn  with  a  ruler. 

2.  (a)  Draw  a  two-inch  line  without  the  ruler.    Measure 
it.     Is  it  too  short  or  too  long?     Can  you  make  another 
that  is  about  right?     (b)  Make  two  points  on  your  paper 
that  are  three  inches  apart.    Do  this  by  guess.    Now  meas- 
ure the   distance  between  them  to  see  if  you  are  right. 
Just  below  these  points  draw  a  three-inch  line. 

3.  (a)  How  long  is  your  paper?     Measure  it  to  see  if 
you  made  a  good  guess.     How  wide  is  it?     Measure  its 
width.     How  many  inches  were  you  "off"  in  your  guess? 
(b)  How  long  is  your  book?    How  wide  is  it?    How  many 
inches   did  you  miss  in  the  length?     How  many  in  the 
width? 

4.  (a)  How  far  is  it  from  the  end  of  your  first  finger 


a  SUGGESTIVE  LESSONS  IN  NUMBERING 

to  the  second  joint?  Measure  to  see  if  you  are  a  good 
guesser.  How  far  is  it  from  the  end  of  your  first  finger 
to  the  knuckle?  (b)  How  much  longer  is  your  second 
finger  than  your  first?  What  is  the  length  of  your  thumb? 

5.  (a)    Measure    the    distance   from   the    end   of   your 
thumb  to  the  end  of  your  first  finger  when  your  hand  is 
opened  out  wide;  from  the  end  of  your  thumb  to  the  end 
of  your  second  finger;  from  the  end  of  your  thumb  to  the 
end  of  your  little  finger. 

6.  (a)  Measure  the  width  of  your  hand,     (b)  Measure  the 
distance  from  the  end  of  your  second  finger  to  your  elbow, 
(c)   Stretch  your  hands  out  wide  and  place  the  ends  of 
the   thumbs   together.     Now  make   points   with  the   ends 
of  the  little  fingers.     Measure  the  distance  between  these 
points,      (d)    Who   in   your   class   can  stretch   their  little 
fingers  farther  apart  than  you  can?     How  much  farther? 
(e)  Who  cannot  stretch  as  far?    How  much  less? 

7.  (a)    Draw  a  line  nine  inches  long.     One-half   inch 
below  this   draw  another   of  the  same  length.     Join  the 
ends,     (b)  What  is  the  length  of  this  rectangle?    What  is 
its  width? 

8.  (a)  Mark  off  quarter  inches  at  the  top  and  bottom 
of  this  rectangle,     (b)    Connect  these  points,  making^  as 
many  little  rectangles  as  you  can.     How  many  did  you 
make?     (c)  In  the  middle  of  the  big  rectangle  draw  a  line 
from  side  to  side.     How  many  squares  have  you  made? 
What  is  the  size  of  each  square? 

9.  You  have  made  this  so  as  to  keep  a  record  of  your 
lessons.    After  you  have  finished  it,  fasten  it  to  your  book 
in  some  way  so  that  you  will  not  lose  it.     (a)  In  the  upper 
row  of  squares  number  from  1  to  40.     (b)  Each  time  you 
have  handed  your  teacher  a  lesson,  mark  off  the  square? 


ARRANGED  FOR  INDIVIDUAL  WORK  9 

under  the  number  of  the  lesson,  thus  |/|.    When  you  have 
corrected  your  mistakes  in  the  lessons,  mark  it   |X|. 

10.  Get  a  piece  of  heavy  cardboard,  20  inches  long, 
(a)  Leave  a  two-inch  space  at  the  left,  (b)  Mark  off 
half -inches  along  the  rest  of  the  top.  (c)  After  leaving  a 
two-inch  space  at  the  left,  mark  off  half-inches  along  the 
rest  of  the  bottom  line,  (d)  How  many  pupils  are  there 
in  your  class?  Mark  off  one  more  than  that  many  half- 
inches  along  both  sides,  (e)  Now  draw  all  the  lines  to 
make  the  little  squares,  (f)  In  the  top  row  write  num- 
bers 1  to  40.  (g)  On  the  lines  in  the  two-inch  space 
write  the  names  of  the  pupils  in  your  class.  The  teacher 
will  select  the  best  chart  for  the  class  record.  Keep  this 
up  on  the  wall  where  everyone  can  see  it. 

LESSON  II. 

An  easy  way  of  keeping  a  record  of  your  work. 

1.  (a)  Make  a  three-inch  square,  (b)  Mark  off  each 
half -inch  with  a  little  dot  in  both  the  top  and  bottom  lines. 
(c)  Draw  a  line  from  the  dot  in  the  top  line  to  the  one 
just  below  it  in  the  bottom  line,  (d)  Mark  off  the  sides 
of  the  square  into  quarter  inches,  (e)  Draw  a  line  from 
the  dot  in  the  left  side  to  the  one  just  across  from  it  in 
the  right  side,  (f)  Make  double  lines  around  the  big 
square  by  drawing  lines  one-sixteenth  of  an  inch  below 
each  of  the  outside  lines,  (g)  In  the  little  boxes  at  the 
top  of  the  square,  write  the  abbreviations  for  the  days 
of  the  week,  beginning  with  the  second  one  from  the  left, 
(Write  Mon.  for  Monday,  Tues.  for  Tuesday,  etc.)  (h)  Use 
the  boxes  at  the  left  of  the  square  for  numbers.  In  the 
one  at  the  bottom  write  "o";  in  the  one  above,  "10";  the 
next  one,  "20,"  and  so  on,  counting  by  10s  until  you  have 
reached  100. 


10          SUGGESTIVE  LESSONS  IN  NUMBERING 

2.  (a)  The  first  inside  line  at  the  bottom  is  the  10  line. 
Which  is  the  40  line?     The  90  line?     The  30  line?     The 
70  line?    (b)  Where  would  you  show  75?    45?    95?    25?    85? 

3.  These  were  John's  grades  for  a  week  in  his  arith- 
metic  drill:   Monday,   60;   Tuesday,   50;   Wednesday,   80; 
Thursday,  75;  Friday,  90.     (a)  Put  the  grade  for  Monday 
on  the  60  line  in  the  middle  of  the  column  marked  Mon. 
(b)  Show  with  your  finger  where  you  will  put  the  grade 
for  Tuesday.     Put  a  point  there,     (c)  Find  the  place  for 
Wednesday's   grade.     Make   a   point,      (d)    Where   should 
Thursday's  grade  be  placed?    Mark  it.     (e)  On  which  lin.e 
shall  you  place  the  grade  for  Friday?     Locate  this  point, 
(f)   Now  draw  a  line  through  all  these  points,  beginning 
with  the  first  one  located,  then  the  second,  third,  etc. 

Such  a  line  is  called  a  graph.    It  shows  at  a  glance  the 
progress  that  is  made  in  a  week. 

4.  The  next  week  John  made  these  grades  in  his  arith- 
metic drill:     Monday,  90;   Tuesday,  75;  Wednesday,  80; 
Thursday,   60;   Friday,   85.      (a)    Where   shall   you   place 
Monday's    grade?     Locate    the    point,      (b)    Show   where 
Tuesday's    grade   is   to    be   placed;    Wednesday's;    Thurs- 
day's; Friday's.     Connect  these  points  with  a  broken  line 
like  this: . 

5.  John's  record  for  the  third  week  in  the  same  work 
was  as  follows :    Monday,  65 ;  Tuesday,  75 ;  Wednesday,  90 ; 
Thursday,  85;  Friday,  100.     (a)  Locate  the  point  for  Mon- 
day;  for   Tuesday;    for   Wednesday;    for    Thursday;    for 
Friday,     (b)  Use  either  a  colored  pencil  or  pen  and  ink 
to  connect  these  points,     (c)  Why  did  you  make  the  graph 
different  each  time? 

6.  Make  another  square  as  you  did  in  Example  1. 

7.  Make  a  graph  showing  Mary's  attendance  at  school: 
Monday  she  was  there  all  day  (100) ;  Tuesday,  came  10 


ARRANGED  FOR  INDIVIDUAL  WORK  11 

minutes   late    (95);   Wednesday,    all   day;    Thursday,   left 
20  minutes  early;  and  Friday,  was  present  a  half -day. 


LESSON  III. 


1.  Mary   made   these    grades   in   her    arithmetic   drill: 
Monday,  40;  Tuesday,  25;  Wednesday,  55;  Thursday,  70; 
Friday,  0.    Make  a  graph  showing  the  result  of  the  week's 
work. 

2.  Mary's   grades   the   second   week   were    as   follows: 
Monday,  35;  Tuesday,  50;  Wednesday,  45;  Thursday,  60; 
Friday,  75.     Make  a  graph  of  this  record.     (Be  careful 
to  make  the  two  graphs  for  Mary  so  that  both  records 
will  be  clear.) 

3.  Make  another  square  as  you  did  in  Example  1  of 
last  lesson. 

4.  The   fifth-grade   spelling   was   having   a   review   the 
entire  week.    Each  day  they  had  twenty  words.    Here  are 
the   records  for   eight   in  the   class:      (The   figures   show 
words  missed.) 

Monday      Tuesday   Wednesday   Thursday  Friday 

Raei 0  5  2  1  4 

Philip 5  8  3  2  2 

George 10  5  5  3  1 

Frank 5  2  1  3  0 

Paul 4  2  5  1  1 

Julia 3  0  2  0  0 

Elizabeth 5  2  3  1  2 

Vivian 2  4  1  2  3 

(a)  If  there  are  20  words  in  the  lesson,  how  much  should 
be  taken  off  for  each  word?  (b)  What  is  Rae's  grade  for 
Monday!  How  much  was  taken  off  on  Tuesday?  What 
was  her  grade  for  Tuesday?  for  Wednesday?  for  Thurs- 


12          SUGGESTIVE  LESSONS  IN  NUMBERING 

day?  for  Friday?  (b)  Find  Philip's  grade  for  each  day  in 
the  week,  (c)  What  are  George's  grades  for  the  week? 
(d)  How  much  did  Frank  make  each  day?  (e)  What  were 
Paul's  grades  for  the  week?  (f)  Find  Julia's  grades. 
(g)  Elizabeth's  grades,  (h)  Vivian's. 

5.  (a)   What  is  the  sum  of  all  the  grades  that  were 
made  on  Monday?     (b)  Divide  this  sum  by  8.    The  answer 
is  the  average  for  the  class  that  day.     (c)  Find  the  sum 
of  all  the  grades  for  Tuesday,     (d)  What  shall  you  divide 
by  to  get  the  average?     Why?     What  is  the  average  for 
Tuesday?     (e)  Find  average  for  Wednesday,     (f)  What  is 
the  average  for  Thursday?    (g)  Find  average  for  Friday. 

6.  Make  a  graph  of  the   class  averages  for  a  week; 
graphs  for  two  of  the  pupils. 

7.  (a)  Make  a  graph  of  your  attendance  at  school  last 
week,     (b)  Make  a  graph  of  your  work  in  arithmetic  for 
a  week,     (c)   Make  a  graph  of  your  spelling  grades  for 
a  week. 

8.  (a)  If  you  were  to  make  a  graph  showing  the  tem- 
perature in  your  schoolroom  for  each  hour  from  9  a.  m. 
till  3  p.  m.,  how  many  columns  would  you  need?     (b)  How 
many  boxes  on  the  left-hand  side  would  you  need?     (When 
it  is  the  coldest,  what  is  the  temperature  of  your  room? 
What  is  the  temperature  when  it  is  the  warmest?     The 
difference  in  these  two  will  tell  you  how  many  boxes  are 
needed.      Each  box  represents  one  degree  of  temperature.) 

9.  Make  a  graph  so  as  to  keep  the  temperature  of  your 
room  each  hour  in  the  day  for  five  days. 

LESSON  IV. 

Make  yourself  a  checkerboard  and  join  the  checker  club. 

1.    Draw  an  8-inch  square,     (b)  Mark  off  inch-spaces  on 

all  four  sides,     (c)  Make  as  many  inch-squares  in  the  big 


ARRANGED  FOR  INDIVIDUAL  WORK  13 

square  as  you  can.  (d)  How  many  inch-squares  are  there 
in  one  row?  How  many  rows  are  there?  (e)  How  many 
inch-squares  are  there? 

2.  (a)  In  the  first  row  at  the  bottom  shade  the  one  to 
the  left,      (b)    Now  shade   every  other  one  in  this  row. 
(c)  In  the  second  row  from  the  bottom,  shade  the  second 
from  the  left,     (d)  Then  shade  every  other  one  in  this  row. 

3.  (a)  In  the  third  row  from  the  bottom  shade  the  first 
one  to  the  left,  and  then  shade  every  other  one.     (b)  In 
the  fourth  row  shade  the  second  one  from  the  left,  and 
then  shade  every  other  one.     (c)   In  the  fifth  row  shade 
the  first  one,  omit  the  second,  shade  the  next,  and  then 
shade  every  other  one.     (d)  Which  one  shall  you  shade 
first  in  the  sixth  row?     Omit  the  third,  shade  the  fourth, 
omit  the  fifth,  shade  the  sixth,  omit  the  seventh,  shade 
the  eighth. 

4.  (a)  In  the  seventh  row,  shade  the  first  one  to  the  left, 
omit  the  second,  shade  the  third,  omit  the  fourth,  and  then 
shade   every  other   one.      (b)    In  the  top  row  shade   the 
second  one  from  the  left,  and  then  every  other  one. 

5.  (a)  Name  the  even-numbered  rows.     Is  the  first  or 
second  shaded  in  these  rows?     (b)  Name  the  odd-numbered 
rows.  Is  the  first  or  second  shaded  in  these  rows?   (c)  How 
many  are  shaded  in  the  whole  square?     (d)   How  many 
are  not  shaded?     (e)    How  many  are   shaded  from  one 
corner  to  the  one  opposite  it? 

6.  (a)    In  making   your   checkerboard,  if  you  wanted 
your  squares  to  measure  1%  inches,  how  long  should  yon 
make  your  big  square?    How  wide?     (b)  If  you  wanted  to 
make  each  square  l1^  inches,  how  long  should  you  make  it? 
(c)  If  the  small  squares  measured  1%  inches,  what  would 
be  the  length  of  the  big  square?     (d)   If  they  measured 
1%  inches,  how  long  would  the  big  square  be? 


14         SUGGESTIVE  LESSONS  IN  NUMBERING 

7.  (a)   If  your  paper  measured  16  inches,  how  large 
could  you  make  your  small  squares?     (b)  If  it  measured 

14  inches,  the  small  squares  would  measure inches. 

(c)    If   it   measured   13    inches,   the   small   square    would 

be inches  long,     (d)  If  it  measured  17  inches,  the 

small  square  would  be long. 

8.  (a)  How  large  a  checkerboard  could  you  make  from 
a  piece  of  cardboard  that  was  18  inches  long  and  15  inches 
wide?     What   would  be  the   size   of   the   small  squares? 
(b)   How  large  a  checkerboard  could  you  make  from  a 
piece  that  measured  18  inches  by  20  inches?     (That  means 
a  piece  20  inches  long  and  18  inches  wide.)     How  large 
would  each  of  the  squares  be  in  this  checkerboard? 

9.  A  good  size  for  a  checkerboard  is  a  14-inch  square. 

Each  small  square  would  measure inches,     (a)  Get 

a  good  piece  of  cardboard  a  little  larger  than  this,     (b) 
Draw  the  big  square,     (c)    How  many  points  shall  you 
make  in  each  side?  How  far  apart  will  they  be?    (d)  Draw 
the  small  squares,     (e)  If  you  do  not  remember,  it  will  tell 
you  in  problems  2,  3  and  4  which  squares  to  shade. 

10.  Your  men  can  be  made  from  empty  spools.     Saw 
off  the  flat  parts.    You  will  need  24  of  these  parts.   Twelve 
of  them  should  be  painted  with  ink. 

LESSON  V. 

1.  (a)  Draw  a  line  six  inches  long.    A  half -inch  below 
this  line  draw  another  the  same  length,     (b)  Continue  to 
draw  such  lines  until  you  have  eight  of  them. 

2.  (a)  Divide  the  top  line  into  two  equal  parts,     (b) 
Each  part  is ,  and  is inches  long. 

3.  (a)   Divide  the  second  line  into  three  equal  parts, 
(b)  Each  part  is ,  and  is inches  long. 


ARRANGED  FOR  INDIVIDUAL  WORK  15 

4.  (a)    Divide    the    third   line    into    four   equal   parts. 
(b)  Each  part  is ,  and  is and inches  long. 

5.  (a)    Divide   the   fourth   line   into   five   equal   parts. 
(b)  Each  part  is ,  and  is _ and inches  long. 

6.  (a)  Divide  the  fifth  line  into  six  equal  parts,     (b) 
(b)  Each  part  is ,  and  is inch  long. 

7.  (a)    Divide   the   sixth   line   into   eight   equal   parts. 
(b)  Each  part  is ,  and  is inch  long. 

8.  (a)    Divide   the   seventh  line   into   ten  equal  parts. 
(b)  Each  part  is ,  and  is inch  long. 

9.  (a)   Divide  the  eighth  line  into  twelve  equal  parts. 
(b)  Each  part  is ,  and  is inch  long. 

10.  Write   each  of  the  fractions  that  you  have  made 
in  the  above  problems  with  figures  (%,  %,  etc.). 

11.  (a)   How  many  fourths  are  the  same  as  one-half? 
(b)  How  many  sixths?     (c)  How  many  eighths?     (d)  How 
many  tenths?     (e)  How  many  twelfths? 

12.  (a)   How  many  sixths  are  the  same  as  one-third? 
(b)  How  many  twelfths?     (c)  How  many  tenths  are  the 
same  as  one-fifth? 

13.  (a)  How  many  eighths  are  the  same  as  one-fourth? 
(b)  How  many  twelfths  are  the  same  as  one-fourth? 

14.  (a)    How   many    eighths    are    the    same    as    three- 
fourths?     (b)  How  many  twelfths  are  the  same  as  three- 
fourths? 

15.  (a)  How  many  sixths  are  the  same  as  two-thirds? 
(b)  How  many  twelfths  are  the  same  as  two-thirds? 

16.  (a)   How  many  tenths  are  the  same  as  two-fifths? 
(b)  How  many  tenths  are  the  same  as  three-fifths? 

17.  One-half  equals sixths;  one-third  equals 

sixths.    Which  is  the  greater,  one-half  or  one-third?    How 
much  greater? 

18.  One-third  equals twelfths;  one-fourth  equals 


16          SUGGESTIVE  LESSONS  IN  NUMBERING 

twelfths.     Which  is  the  greater,  one-third  or  one- 
fourth?     How  much  greater? 

19.  Two-thirds  equals twelfths ;  three-fourths 

equals twelfths.     Which  is  the  greater,  two-thirds 

or  three-fourths?     How  much  greater? 

20.  (a)  What  is  the  sum  of  %'  and  %?    i/2  and  %= 

(b)  What  is  the  sum  of  %  and  *4?    1/3+1/4= 

(c)  What  is  the  sum  of  %  and  3/4?    y2+3/4= 
or and 

21.  (a)  What  is  the  sum  of  %  and  %  ?  2/3+3/4= ;  or 

(b)  What  is  the  sum  of  %  and  %  ?  %+%— ;  or 

(c)  What  is  the  sum  of  %  and  %  ?    %+%= ;  or 

(d)  What  is  the  sum  of  %  and  %  1  %+%— 5  or 

(e)  What  is  the  sum  of  %,  %  and  %  ?  %+%+%« ; 

or 

(f )  What  is  the  sum  of  %,  1/4  and  %  ?  1/3+1/4+ye= ; 

or 

LESSON  VI. 


1.     (a)    This   circle   is   divided   into   how   many   parts? 

(b)  Each  part  is  called It  may  also  be 

written 


ARRANGED  FOR  INDIVIDUAL  WORK  17 


2.  (a)  How  many  twelfths  in  %  of  the  circle?    In 
In  2/3?    In  %?    In  %? 

3.  (a)  How  many  fourths  of  the  circle  in  nine  of  those 
parts?  (b)  How  many  halves  in  six  parts!     (c)  How  many 
thirds  in  eight  parts?     (d)  How  many  sixths  in  ten  parts? 
(e)   How  many  fourths  in  three  parts?     (f)   How  many 
thirds  in  one  part?   (g)  How  many  twelfths  in  eleven  parts? 

4.  (a)  One-half  is  the  same  as  ...............  fourths,  .._  ...........  eighths, 

...............  sixths,  ...............  tenths,  ...............  twelfths,     (b)   One-third  is 

the   same   as  ...............  sixths,   ...............  ninths,   ...........  -..twelfths,      (c) 

One-fourth  is  the  same  as  ...............  eighths,  ........  _____  twelfths. 

5.  (a)  Two-thirds  is  the  same  as  ............  sixths......  .....  -twelfths, 

........  ninths,     (b)  Three-fourths  is  the  same  as  ........  -..-eighths, 

...............  twelfths,     ...............  sixteenths. 

6.  (a)  Draw  a  2-inch  square,     (b)  Divide  this  square 
into  four  equal  squares,     (c)  Divide  each  of  these  smaller 
squares  into  four  squares. 

7.  (a)  One  of  these  smallest  squares  is  what  part  of  the 
big  square?     (b)  Two  of  these  little  squares  is  what  part 
of  the  big  square?    What  other  way  could  you  say  it? 

8.  (a)  Four  of  the  little  squares  is  what  part  of  the  big 
square?     (b)  Ten  of  the  little  squares  is  what  part  of  the 
big  square?     (c)   Sixteen  of  the  little  squares  equals  /32, 
As,   /s,  -/±,   /2,  of  the  big  square. 

9.  (a)  Add  %  inch  to  a  line  %  inch  long.    What  is  the 
length  of  the  line?    (b)  Add  %  inch  to  a  line  %  inch  long. 
length  of  the  line?     (b)  Add  %  inch  to  a  line  %  long. 
What  is  the  length  of  the  line?     (c)  Add  %6  inch  to  a 
line    %    inch    long.      What    is    the    length    of    the    line? 
(d)   Add  %6  inch  to  a  line  %  inch  long.     What  is  the 
length  of  the  line? 

10.  (a)  Erase  %  inch  from  a  line  y2  inch  long.    What 
is  the  length  of  the  line?     (b)  Erase  %6  inch  from  a  line 


18          SUGGESTIVE  LESSONS  IN  NUMBERING 


inches  long.  What  is  the  length  of  the  line?  (c)  Erase 
%6  inch  from  a  line  1%  inches  long.  What  is  the  length 
of  the  line?  (d)  Erase  %  inch  from  a  line  2%  inches  long. 
What  is  the  length  of  the  line?  (e)  Erase  %  inch  fr°m 
a  line  l%e  inches  long.  What  is  the  length  of  the  line? 

11.  (a)  What  length  of  line  equals  the  sum  of  2*4  inches 
and  1%  inches?    (b)  What  length  of  line  equals  the  differ- 
ence between  21/4  inches  and  1%  inches? 

12.  (a)  What  length  of  line  equals  the  sum  of  3%  inches 
and  1%  inches?     (b)  What  length  of  line  equals  the  differ- 
ence between  3%  inches  and  1%  inches? 

13.  (a)  How  many  hours  are  there  in  a  day?     (b)  How 
many  hours  in  %  of  a  day?    %  of  a  day?     (c)  How  many 
hours  in  %  of  a  day?     In  %  of  a  day?     (d)  How  many 
hours  in  %  of  a  day?     %2  of  a  day?     In  %  of  a  day? 
In  %2  °f  a  day? 


I/I  1  1  /      I    "1  /  "I  *\/          "I  /  O1  /  ^/ 

%-%-       iy2-%=  23/4+  7/8= 

25/8_3/8==       iy4-%=  iy4+2%= 

1%+%=       1%+%-  1%+%- 

LESSON  VII. 

FEACTIONS 
DEILL  SHEET— ADDITION  I. 

f        1/        O/        O/        O/        I/        "I/  Q/        T/         T/ 

2     72    %     73    %     72     72  %     78     /10 


ARRANGED  FOR  INDIVIDUAL  WORK  19 


%     y2     y2     y2     y2     %o    % 

%         %         %        —        %         %        — 


DBILL  SHEET— ADDITION  H. 
%          %          %          y2          %          %          V2          Vs          %          % 


%  %  X/2  %  %  V2  %  %  %  % 

%     y2    %    %    %     y2     y2    %    %o     y2 

1  /          2/          ^/          i  / 


20          SUGGESTIVE  LESSONS  IN  NUMBERING 

DEILL  SHEET— ADDITION  III. 
%%%%%% 

%  %  %  %  %0  V4 


y2 


%  % 

%0  % 

%o     y2 


DRILL  SHEET— ADDITION  IV. 

6%       9y2       7y3       5y4       9y2 

71/3          834          82/3          934          7%          5%          3% 

—       —       —       —       ey2       —       4% 


ARRANGED  FOR  INDIVIDUAL  WORK  21 

31/4  5%  92/3  8y2  35/6  42/3  67/8 

QO/  rr-i  /  O"l  /  ^"1  /  m  /  f\ 

0/3  '72  072  '%  "73  " 


8%           9%           7%           92/3  4% 

72/3           81/3           93,4           9i/6 
—  7%  —  —          


DRILL  SHEET— ADDITION  VI. 

16%  723/5  395/6 

5434  1834  18/io  48% 

16%o  


582/3                 753/4  i53/8  23% 

30*4                 182^  1634  48y2 

ISi/g  19y2  17% 


571/3  ey2  iey2  273% 

962/3  434  8% 


22 


SUGGESTIVE  LESSONS  IN  NUMBERING 


LESSON  VII. 


FIG.  t 

1.  (a)  Use  your  ruler  to  find  the  length  of  the  bottom 
line,  (b)  Measure  the  four  parts  of  the  top  line,  (c)  Find 
their  sum.  (d)  How  can  you  tell  if  the  answer  is  right? 
This  is  called  "checking  the  answer." 


2.  (a)  What  is  the  length  of  the  bottom  line  in  Fig.  2? 
(b)  Measure  the  parts  of  the  top  line,  (c)  Find  the  sum, 
but  be  sure  your  answer  is  correct. 


F I G .  3 

3.  (a)  What  is  the  length  of  the  bottom  line  in  Fig.  3? 
(b)  Measure  all  the  parts  of  the  top  line,  (c)  Find  their 
sum.  Is  your  work  correct? 


ARRANGED  FOR  INDIVIDUAL  WORK 


23 


PIG. 4 

4.  (a)  Measure  the  bottom  line  in  Fig.  4.  Measure  the 
lines  marked  1,  2,  3.  (c)  Could  you  find  the  length  of  line 
marked  4  without  measuring  it?  How?  (d)  Find  the  sum 
of  the  lines  marked  1,  2,  3.  (e)  Subtract  this  sum  from 
the  length  of  the  bottom  line,  (f)  Measure  line  marked  4 
to  see  if  your  answer  is  correct,  (g)  Measure  the  three 
broken  lines,  (h)  Find  their  sum.  (i)  Measure  the  line 
marked  b.  (j)  How  much  greater  is  the  answer  in  (h) 
than  the  answer  in  (i)  ? 


24          SUGGESTIVE  LESSONS  IN  NUMBERING 


- 


/> 
I      -— — rflfc 


PIG. 5 

5.  (a)  Measure  lines  a,  &  and  c  in  Fig.  6.  Find  the 
sum  of  these  numbers,  (b)  What  line  can  you  measure 
to  check  your  answer?  Is  your  work  correct?  (c)  How 
much  longer  are  a  and  c  together  than  6? 


FIG.6. 


ARRANGED  FOR  INDIVIDUAL  WORK  25 

6.  (a)  Measure  lines  g,  h  and  i.    What  is  the  sum  of 
the  three!  (b)  Which  line  can  you  measure  to  check  this 
answer?     Find  out  if  your  answer  is  correct,     (c)   How 
much  greater  is  the  sum  of  a,  b  and  c  than  the  sum  of 
g,  h  and  il 

7.  (a)  Measure  the  five  parts  of  the  top  line,     (b)  Find 
the  sum  of  these  lengths,     (c)  Which  line  can  you  measure 
to  check  the  answer?    Measure  it.     (d)  How  much  farther 
is  it  from  a  to  b  than  it  is  from  &  to  c?     What  measure- 
ments have  you  that  you  can  use  to  find  the  distance  from 
a  to  ft?     (c)   How  much  longer  must  you  make  the  line 
bd  to  reach  the  bottom  line?     (f)  If  this  part  were  added 
on  to  bd,  how  long  would  the  line  be  then?     (g)   Which 
is  the  longest  line  in  this  figure?  Which  is  the  shortest? 
How  much  longer  is  the  longest  line  than  the  shortest? 
(h)   Find  the  sum  of  the  three  short  lines. 

LESSON  VIII. 

1.  What  is  the  easiest  way  of  finding  how  many  seats 
there  are  in  your  schoolroom?    How  many  seats  are  there 

in  a  row?     How  many  rows?     There  are seats  in 

this  room. 

2.  (a)    What  would  be   an   easy  way  of  finding  how 
many  trees   could  be  planted  on  a  rectangular  piece   of 
ground?     (b)   How  could  we   easily  find  out  how  many 
boy  scouts   there   are   in   a   group   in  regular   formation T 
(c)   What  is  the  best  way  to  get  the  number  of  squares 
on   a   checkerboard? 

3.  Secure   two   pieces  of  pasteboard  of  different  sizes, 
(a)  Take  one  of  these,  and  measure  its  length  in  inches; 
its  width  in  inches,     (b)  Put  dots  one  inch  apart  on  all  of 
the  edges  of  this  pasteboard,      (c)   Draw  lines  one  inch 


26          SUGGESTIVE  LESSONS  IN  NUMBERING 

apart  (1)  from  top  to  bottom,  (2)  from  side  to  side, 
(d)  How  many  squares  are  there  in  the  first  row?  (e)  How 
many  rows  are  there?  (f)  How  many  square  inches  are 
there  on  this  pasteboard?  (g)  Name  two  ways  that  you 
had  of  answering  this  last  question. 

4.  (a)  Take  the  second  piece  of  pasteboard.    Find  the 
number  of  square  inches  in  the  first  row.     (b)   Find  the 
number  of  rows,     (c)  Find  the  number  of  square  inches  on 
this  pasteboard. 

5.  Exchange   pieces   of   pasteboard   with   two    of   your 
friends,  trying  to  get  some  that  look  different  from  yours. 

(a)  Using  the  clean  side  of  one  of  these,  show  how  many 
square  inches  there  are  in  the  first  row.     (b)   Show  how 
many  rows,     (c)  How  many  square  inches  are  there  in  the 
whole  pasteboard?     (d)   Did  you  add,  subtract,  multiply 
or  divide  to  find  out? 

6.  (a)   Find  the  number  of  square  inches  in  the  first 
row   on  the   second  piece   of   pasteboard,      (b)    Find   the 
number  of  rows,     (c)  Find  the  number  of  square  inches  on 
this  pasteboard. 

7.  (a)  Measure  the  top  of  your  desk,  using  only  inches 
and  half  inches,     (b)  If  you  do  not  see  immediately  how 
many  square  inches  there  are  in  the  first  row,  us.e  chalk 
to  make  one  row  of  one-inch  squares  at  the  top  of  the  desk, 
(c)  Then  use  lines  to  mark  off  the  number  of  rows,     (d) 
Find  the  number  of  square  inches  on  the  top  of  your  desk. 

8.  (a)  Find  the  number  of  square  inches  on  the  top  of 
your  book,     (b)  Find  the  number  of  square  inches  on  one 
sheet  of  your  tablet  paper. 

9.  (a)   Measure  one  section  of  the  blackboard  in  feet. 

(b)  At  the  bottom  make  one  row  of  foot  squares,     (c)  How 
many  rows  of  these  squares  are  there?      (d)    How  many 
square  feet  are  there  in  a  section  of  the  blackboard? 


ARRANGED  FOR  INDIVIDUAL  WORK  27 

10.  (a)  At  one  end  of  the  floor,  make  one  row  of  foot 
squares,     (b)  How  many  rows  are  there?     (c)  Find  num- 
ber of  square  feet  in  the  floor. 

11.  (a)  Find  the  number  of  square  feet  on  the  top  of 
the  table,     (b)   Find  the  number  of  square  feet  on  the 
door;  (c)  in  one-half  of  the  window. 

DKILL  SHEET— SUBTEACTION  I. 
1111111111 


1111111111 

5/8        %      %       VlO       %0       %0        %0       %       %2       T/12 


y2 


DRILL  SHEET—  SUBTRACTION  II. 
1%       1%       1%       1%       1%       1%       1%       1%       1%       1% 


28          SUGGESTIVE  LESSONS  IN  NUMBERING 

11/8       11/6        ll/6        ll/8        11/8       11/3        1%        1%        1% 
%          %          %          %          7/8          %          %          %          % 


1%     1%      1%     1%      1%     1%      1% 

%          %o          %          %o          %          %o          % 


1%    1%    1%    1%    1%    l%o    1%    1% 

%    9io    %    %o    %    %     %    % 

iHo       1%       iHo       1%       1%      ix/2       1%       1% 


1%     iy3     1%     1%     1%     1% 

DEILL  SHEET— SUBTEACTION  III. 

61/4     71/8     8y2     53/8     95/8     71/4     6i/8     91/4     81/4     734  934 

31/2     41/4     33/4     21/2     434     3%     534     51/2     37/8     3y2  47s 

81/3    71/6    91/2    71/3    81/6    71/3    91/3    13        92/3     151/2  111/2 

52/3    31/3    42/3    4y2    42/3     5%     2%     81/3     5y2      91/3  75/6 


ARRANGED  FOR  INDIVIDUAL  WORK  29 

9%     8%0     73/5     91/5       73/5       112/5    8y2    1334     lll/6     121/3 

4%   378   32/5     5%   4%o    5%0     5y2   43/5     77/8     91/4     83,4 


11%    75/6    91/6    123/8    51/16    9%2    125/8     131/6    92/3 

81/3   7V2   31/4     61/3   2%     6%       52/3     83,4   43/4     72/3     62/3 


DEILL  SHEET— SUBTEACTION  IV. 

25%     341/3     4iy2     621/4     281/6     76y2     40y3     54%     27% 
19y2     262/3     273,4     383/s     19%     475/8     255/6     365/8     19% 


365/s     49i/10     64i/2     9334     45?4     26i/6     7i%     63%2     34% 
21T/8     263/5      452/3     377/8     392/3     191/4     361/3     363,4       16% 


521/s     52i/6     3i3/8     i63/5     42%2     89%     51% 

29?4     3734     161/3       9%     26?4     52%     372/3     16%       483/5 


2134  40  742/5  1091/3  62%  2  1213,£ 

197/8  1334  39y2  765/6  383,4  87% 


782/g  663,4  901/3  74y2  36 

292/s  36%  195/8  113^  1013/5 


30          SUGGESTIVE  LESSONS  IN  NUMBERING 


LESSON  IX. 

1.  (a)  How  many  hours  are  there  in  a  day?     (b)   In 
drawing  a  line  to  represent  a  day,  if  you  let  ^2  inch  stand 
for  an  hour,  how  long  should  the  line  be?     (c)  If  %  inch 
stands  for  an  hour,  how  long  should  the  line  be? 

2.  (a)   John  goes  to  bed  at  8  p.   m.   and  gets  up   at 
7  a.  m.     How  many  hours  does  he  sleep?     (b)  Mary  goes 
to  bed  at  9  p.  m.  and  gets  up  at  6 :30  a.  m.    How  long  does 
she  have  for  sleep?    (c)  How  many  hours  does  their  father 
spend  in  bed  if  he  retires  at  10:30  p.  m.  and  arises  at 
6:15  a.  m.? 

3.  (a)  What  time  do  you  go  to  bed?     What  time  do 
you   get  up?     How  many  hours   of   sleep   do   you  have? 
(b)  What  time  do  you  usually  have  your  breakfast?    What 
time  do  you  have  lunch?     How  long  is  it  between  these 
two  meals?     (c)  How  long  is  it  between  your  lunch  and 
your  dinner?     (d)   How  long  after  you  have  eaten  your 
dinner  is  it  till  bedtime? 

4.  (a)    What   time   does   your   school   take   up   in   the 
morning?     At  what  time  do  you  have  recess?     How  long 
must  you  be  in  school  before  recess  time?     (b)  How  long 
is  it  from  recess  until  noon?    How  long  is  school  in  session 
in  the  forenoon?     (c)  What  time  does  school  take  up  in 
the  afternoon?    What  time  does  it  close?    How  long  is  the 
afternoon  session?     (f)  Which  is  the  longer,  the  morning 
session   or  the   afternoon   session?        How   much   longer? 
(e)  What  is  the  length  of  your  school  day? 

5.  (a)  Our  school  begins  at  8:35  a.  m.    At  10  a.  m.  we 
have  our  arithmetic.     How  long  are  we  in  school  before 
we  have  our  arithmetic?     (b)  The  boys  work  in  the  shop 
from  10 :45  a.  m.  till  12 :20  p.  m.    How  much  time  do  they 


ARRANGED  FOR  INDIVIDUAL  WORK  31 

spend  in  the  shop?  (c)  The  girls  have  cooking  from  1:40 
p.  m.  till  2:23  p.  m.  How  long  does  their  cooking  period 
last? 

6.  (a)   How  long  is  it  from  the  time  school  opens  in 
the   morning  till  the   end  of  your   geography  recitation? 
(b)  How  long  is  it  from  the  beginning  of  your  arithmetic 
recitation  until  you  have  physical  education?     (c)  What  is 
your  favorite  class  during  the  day?     How  long  is  it  from 
the  time  school  opens  until  this  recitation  begins?     How 
long  is  it  from  the  time  this  recitation  ends  until  school 
closes  at  night? 

7.  What   is   your   longest   recitation   during   the   day? 
Which  is  the  shortest?    How  much  longer  is  the  first  one? 
This  is  what  part  of  an  hour? 


LESSON  X. 

1.  (a)   How  long  does  it  take  you  to  get  washed  and 
dressed  in  the  morning?     This  is  what  part  of  an  hour? 
(b)  Do  you  help  your  mother  in  the  morning?     For  how 
long?     This  is  what  part  of  an  hour?     (c)  What  time  do 
you  leave  home  to  come  to  school?     What  time  do  you 
reach  school?     This  is  what  part  of  an  hour?     (d)   How 
long  is  it  from  the  time  you  get  up  until  you  are  at  school? 

2.  (a)  What  time  do  you  get  home  from  school  in  the 
evening?     How  long  do  you  have  for  play  before  dinner 
time?     (b)  Do  you  take  any  kind  of  lesson  after  school? 
How  long  does  it  take  you  to  go  for  your  lesson,  have  the 
lesson,  and  to   come  home   afterwards?          (c)    If  a  line 
V2  inch  represents  1  hour,  how  long  would  a  line  be  that 
represented  the  time  you  spent  on  a  lesson  that  was  taken 
outside  of  school? 

3.  Do  you  study  or  practice  any  of  the  time  you  are 


32         SUGGESTIVE  LESSONS  IN  NUMBERING 

home?    How  long?    This  is  what  part  of  an  hour? 

4.  (a)  Draw  a  line  to  represent  a  day.    If  %  inch  rep- 
resents 1  hour,  how  long  should  this  line  be?     (b)  Use  this 
line  to  make  a  rectangle  1  inch  wide.    How  long  will  the 
two  end  lines  be?     The  other  side  line? 

5.  (a)  How  much  time  do  you  spend  in  sleep?     Mark 
off    a    box    in    this    rectangle    that    just    represents    this 
time,     (b)  How  long  is  it  from  the  time  you  get  up  until 
school  opens?     Make  another  box  to  represent  this  length 
of  time,      (c)   How  many  hours  do  you  stay   at  school? 
Show  this  on  the  rectangle  you  have  made,     (d)  How  long 
is  it  from  the  time  you  leave  school  until  you  go  to  bed? 
If  ^4  inch  represents  1  hour,  how  long  should  the  line  be 
that  represents  this  time?     (e)   Measure  the  part  of  the 
rectangle  that  you  have  not  used  to  see  if  it  is  this  length. 
If  so,  you  have  made  no  mistake  in  your  work. 

6.  (a)   Draw  a  circle  2  inches  in  diameter,     (b)   How 
can  you  find  one-half  of  this   circle?     One-fourth  of  it? 
One-third  of  it?    One-eighth  of  it?    Three-eighths  of  it? 

7.  (a)  Shade  in  the  part  of  this  circle  that  would  show 
how  much  time  you  spend  in  sleep,     (b)  Use  fine  lines  to 
show   the   part    of   the    day   you   spend    at    school.      (c) 
Show  in  some  other  way  the  part  of  the  remaining  time 
that  you  spend  in  play?     (d)  What  part  of  the  circle  has 
not  been  used? 


LESSON  XI. 

Some  boys  and  girls  were  talking  about  things  they 
would  like  to  buy.  The  question  of  saving  money  came  up. 
They  asked  how  they  could  find  out  how  long  it  would 
take  them  to  save  certain  amounts  of  money.  In  answer- 
ing their  questions  this  lesson  was  worked  out. 


ARRANGED  FOR  INDIVIDUAL  WORK 


33 


1.     (a)  How  many  months  are  there  in  a  year?  (b)   How 
many  weeks  in  a  year?     (c)  How  many  days  in  a  year? 

SAVINGS. 


Amount 

Each  month 

Each  week 

Each  day 

$  50.00 

$4.17 

$0.96 

$0.14 

60.00 

75.00 

80.00 

85.00 

87.50 

90.00 

100.00 

105.00 

115.00 

125.00 

135.00 

140.00 

150.00 

160.00 

175.00 

200.00 

2.  (a)  To  save  $50.00  a  year,  one  should  save „ of 

it    each    month:    that    is    $50.00-7- equals 

(b)  $50.00-r- shows  how  much  should  be  saved  each 

week.      $50.00-r- equals (c)    $50.00-f-365 

equals ,  or  the  amount  that  should  be  saved  each  day. 

3.  Write  answers  in  the  table  given  above. 


34         SUGGESTIVE  LESSONS  IN  NUMBERING 

4.  If  Mary  saves  5  cents  a  day,  how  much  can  she  save 
in  the  month  of  January?     February?       March?     April? 
May?      June?      July?      August?      September?      October? 
November?      December?      How    much    is    saved    for    the 
entire  year? 

5.  (a)  If  George  saves  a  penny  a  day,  how  much  will 
he  have  in  a  week?    In  a  year?     (b)  If  John  can  manage 
to  save  15  cents  a  week,  how  much  will  he  have  at  the 
end  of  a  year? 

6.  Mary  and  Jean  are  paid  for  helping  at  home.     They 
receive   20   cents   for   doing   the   dinner   dishes   on   school 
days.    Whenever  one  does  the  work  alone,  she  receives  all 
the  money.    Jean  failed  to  help  two  evenings.    How  much 
did  Mary  receive  for  that  week?     How  much   did  Jean 
receive  ? 

7.  (a)  The  one  who  is  ready  first  helps  with  the  break- 
fast, for  which  she  receives  10  cents  on  school  mornings. 
Jean  helped  three  mornings,  and  Mary  the  rest  of  the  time. 
How  much  did  each  receive?     (b)   How  much  did  Mary 
make  for  the  week?     Jean?     How  much  did  it  cost  their 
mother  ? 


ARRANGED  FOR  INDIVIDUAL  WORK  35 


LESSON  XII. 

This  is  a  copy  of  a  puzzle  printed  by  a  Los  Angeles 
newspaper. 


1.  How  many  sides  to  a  triangle?     How  many  corners 
in  it?     TRIangle  means  THREE  CORNERS. 

2.  How  many  sides  to  a  diamond?    How  is  it  different 
from   a   square? 

3.  (a)  In  the  part  marked  B,  how  many  small  squares 
in  a  row?     How  many  rows?     How  many  small  squares 
in  all?     (b)  How  many  middle-sized  squares  in  a  row?     How 
many  rows?    How  many  of  these  squares  in  all?     (c)  How 
many  of  the  large  squares  in  a  row?     How  many  rows? 
How  many  of  the  large  squares?     (d)  How  many  squares 
have  you  counted? 

4.  In  the  part   marked   C,  how  many  of   the   middle- 
sized  squares  in  a  row?     How  many  rows?     How  many 
of  these  squares? 

5.  (a)  In  part  marked  D,  count  the  small  triangles  in 


36          SUGGESTIVE  LESSONS  IN  NUMBERING 

each  row.  Find  the  sum.  (b)  Why  can't  we  find  the 
number  of  triangles  by  finding  the  number  in  each  row, 
and  then  counting  the  rows  as  we  did  with  the  squares? 

6.  (a)  Can  you  see  the  middle-sized  triangles  that  are 
formed  by  using  two  rows  of  the  small  triangles?     How 
many  of  these  are  there?     (b)  How  many  that  are  formed 
with  three  rows  of  small  ones? 

7.  Now  look  for  the  triangles  that  are  formed  by  using 
four  rows  of  the  small  ones.    How  many  of  these  are  there  ? 
How  many  of  the  still  larger  ones  are  formed  by  using  five 
rows  of  the  small  ones?    Six  rows?    Seven  rows? 

8.  How  many  triangles  in  the  part  marked  A?     Look 
for  the  small,  middle-sized  and  large.    How  many  triangles 
have  you  found  of  all  kinds? 

9.  (a)  Look  for  the  diamonds  that  touch  the  line  marked 
X — Y.    How  many  are  there?    How  many  in  the  row  next 
to    this?     In   the   third   row?     Fourth?     Fifth?      Sixth? 
Seventh  ? 

10.  Now  take  two  rows  together  and  count  the  diamonds 
that  you  find  in  them?    How  many  are  there  in  the  first 
and  second  rows?    In  the  third  and  fourth  rows?     In  the 
fifth  and  sixth  rows? 

11.  Can  you  find  any  diamonds  if  you  look  at  three 
rows  at  a  time?     How  many?    If  you  look  at  four  rows 
at  a  time?     How  many  diamonds  of  all  kinds  were  you 
able  to  find? 


ARRANGED  FOR  INDIVIDUAL  WORK 


37 


LESSON  XIII. 
HOW  TO  BEAD  THE  TIME  TABLE. 


Read  down 


Los  Angeles  and  San  Diego* 


Aaabeta. 

Oranga  54 

...  SantaAaa 

......  AlUo... 


Qallvan 
lm»m  Ciplitr  »•» 
Bern 


MatooL 

...Baa  Onofre...% 

......  Agr» 

...La«  Flore^ 

Oceazulde  36,37. 

Carl 

Ponto 


EnctnltM 

Cardiff 

Del  Mar 


inda  Vlsta__ 
Selwyn  ....... 

Elvira 


..Ladrillo  _______ 

San  Diego  .....  L 


Dtogo  .....  Af 

ZW  Street  .....  LT 
National  City...  Lv 


1.  How  many  trains  a  day  are  there  from  Los  Angeles 
to    San   Diego?      (Left   side.)      From   San   Diego   to    Los 
Angeles?     (Right  side.)     How  many  leave  Los  Angeles  in 
the  forenoon?     How  many  arrive  at  Los  Angeles  in  the 
afternoon  ? 

2.  What   time   does   Number   76   leave?     Number   72? 
What  time  does  Number  71  arrive?    Number  73? 

3.  How  long  does  it  take  Number  74  to  run  from  Los 
Angeles  to  Fullerton?    To  run  from  Santa  Ana  to  Ocean- 
side?    From  Oceanside  to  San  Diego? 


38          SUGGESTIVE  LESSONS  IN  NUMBERING 

4.  How  long  does  it  take  No.  78  to  run  from  San  Diego 
to  Cardiff?  From  San  Juan  Capistrano  to  Anaheim?   From 
La  Mirada  to  Los  Angeles? 

5.  What  time  does  No.  72  arrive  at  Orange?     No.  78? 
No.  74?    No.  76?    No.  79? 

6.  If  you  lived  in  Los  Angeles  and  wanted  to   spend 
the  day  in  Santa  Ana,  which  train  would  be  a  good  one 
for  you   to   take?     Upon   which   one   would   you   return? 
This    would    give  you    how    many    hours    in    Santa    Ana? 
How  long  would  it  be  from  the  time  you  left  Los  Angeles 
until  you  returned? 

7.  If  you  lived  in  Fullerton,   which   train   should   you 
take  to  come  into  Los  Angeles  in  the  morning?    Which  one 
to  return  to  Fullerton  in  the  afternoon?     How  much  time 
could  you  spend  in  Los  Angeles  if  you  took   these   two 
trains  ? 

8.  How  far  is  it  from  Los  Angeles  to  Orange  by  the 
Santa  Fe  ?    How  far  from  Los  Angeles  to  Oceanside  ?    How 
far  from  Los  Angeles  to  Del  Mar?    From  Los  Angeles  to 
San  Diego? 

9.  How  far  is  it  from  Santa  Fe  Springs  to  La  Mirada? 
Do  you  add  or  subtract  to  find  this  distance?     How  far 
is  it  from  Mateo  to  Las  Flores  ?    From  Ponto  to  Sorrento  ? 

LESSON  XIV. 

Children's  Book  Week.  November  13th  to  19th,  1921. 
"Thomas  Bailey  Aldrich,  as  told  in  'The  Story  of  a  Bad 
Boy/  had  a  book  case  over  his  bed  at  the  old  house  in 
Portsmouth."  One  like  it  can  be  made  for  any  boy's  or 
girl's  own  room.  It  should  be  stained  or  painted  to  match 
the  wood  work  in  the  room.  This  book  case  is  26  inches 
long  and  is  26  inches  high.  It  consists  of  three  shelves 


ARRANGED  FOR  INDIVIDUAL  WORK  39 

and  the  two  side  pieces.  It  has  no  back  and  is  hung  by 
cords  passing  through  holes  at  the  top  of  sides.  Two  of 
the  shelves  are  seven  inches  wide,  and  the  other  is  five 
inches. 

1.  (a)  How  long  must  each  shelf  be?     (b)  What  is  the 
length  and  what  is  the  width  of  the  bottom  shelf?     Of  the 
middle  shelf?     Of  the  top  shelf? 

2.  (a)  If  you  should  draw  a  copy  of  the  bottom  shelf, 
how   long   would   your   paper   need   to   be?     How   wide? 

(b)  If  your  copy  were  only  half  as  large  as  the  real  shelf, 
what  would  be  the  length  and  the  width  of  the  pattern? 

(c)  If  !/4  inch  on  your  copy  stood  for  one  whole  inch  of 
the  shelf,  how  long  and  how  wide  would  your  drawing  be  ? 

(d)  If  you  made  your  drawing  %  of  the  real  size,  how  long 
and  how  wide  would  your  drawing  be?     (e)  We  call  this 
"scale  drawing."     Which  one  of  the  above  scales  do  you 
think  it  would  be  better  to  use?    Why? 

3.  (a)    Use  the   same   scale  that  you   selected  for  the 
bottom    shelf    in   making    a  picture    of   the   middle    shelf, 
(b)   What  is  true  of  the  two  drawings?     Why? 

4.  (a)   If  you  make  a  picture  of  the  top  shelf,  will  it 
look  just  like  the  other  two?     Can  you  explain  this? 

5.  (a)  How  long  must  the  side  pieces  be?    How  wide? 
(b)   Make  a  rough  sketch  of  the  way  you  think  the  side 
pieces  will  look,      (c)    Does  this  drawing  look  like  your 
drawing  of  one  of  the  shelves?    Why  not? 

6.  (a)  Shall  you  use  a  board  with  both  edges  straight 
for  the  side  pieces?    Why  not?     (b)  In  drawing  this  side 
piece  to  the  same  scale  that  you  used  for  the  shelves,  how 
long  must  your  drawing  be?     (c)  How  wide  shall  you  have 
it  at  one  end?    Why?     (d)  How  wide  at  about  the  middle? 
Why?     (e)  How  wide  at  a  short  distance  from  the  other 
end?    Why?     (f)  Now  make  a  rough  sketch  showing  how 


40 


SUGGESTIVE  LESSONS  IN  NUMBERING 


the  front  part  of  the  side  pieces  will  look,     (g)   Make  a 
scale  drawing  for  one  of  the  side  pieces. 

7.  (a)  How  far  apart  shall  you  have  your  bottom  and 
middle  shelves?    (b)  What  will  be  the  distance  between  the 
middle  and  top  shelves?     (c)  With  this  arrangement  how 
far  will  the  top  shelf  be  from  the  top  of  the  bookcase? 
(d)  Shall  you  be  able  to  use  the  top  shelf  for  books  if  you 
place  it  where  you  first  said?     (c)   Should  you  have  the 
same  distance  between  the  bottom  and  middle  shelves  as 
there  is  between  the  middle  and  top  shelves?     Why? 

8.  How  far  did  you  place  the  bottom  shelf  from  the 
middle  shelf?     The  middle  shelf  from  the  top  shelf?     The 
top  shelf  from  the  top  of  the  bookcase?    What  is  the  sum 
of  these   three   distances?     If   the   bookcase   is   made   the 
right  size,  what  must  this  sum  be? 

LESSON  XV. 

ta  Thomas  Railey  ft  Id  rich  gook  QSC 


V 


ARRANGED  FOR  INDIVIUAL  WORK  41 

Get  a  nice,  strong  pasteboard  box,  and  make  a  "model" 
of  the  Thomas  Bailey  Aldrich  Book  Case.  Cut  the  box 
carefully  at  the  corners  so  that  you  will  have  flat  pieces  to 
work  with. 

1.  Now  decide  whether  you  will  make  your  model  the 
same  size  as  the  bookcase  or  one-half  as  large,  one-fourth 
as  large,  or  one-eighth  as  large.    Why  did  you  choose  the 
one  you  did? 

2.  (a)  Using  the  scale  you  have  chosen,  see  how  long 
each   shelf   should   be.      (b)    How   wide   should   each   be? 

(c)  On  your  paper  draw  a  pattern  for  each  of  these  shelves. 

(d)  Find   out   how   long   and   how   wide   the   side   pieces 
should  be.      (e)    Make   a   scale   drawing   of   a   side   piece. 
(f)  Now  decide  how  you  want  the  front  part  of  the  side 
piece  shaped. 

3.  (a)    Cut    out    the    patterns    you   have    made,    being 
careful  to  follow  the  lines  so  as  to  make  the  patterns  true. 

(b)  How  can  you  make  both  side  pieces   exactly  alike? 

(c)  Make  the  two  side  pieces. 

4.  Place  patterns  on  pasteboard  so  that  you  can  decide 
which  will  be  the  most  saving  and  also  the  best  way  to 
cut  each  piece. 

5.  Which   do   you   think   would  be   better  to   use,   the 
patterns  in  cutting  the  pieces  for  the  "model,"  or  to  make 
drawings  of  them  on  the  pasteboard?     Why? 

6.  (a)  What  shall  you  need  to  measure  in  making  these 
drawings  on  the  pasteboard?     (b)  Make  a  drawing  of  the 
bottom  shelf,     (c)  When  you  cut  it  out  be  careful  to  use 
a  sharp  knife  or  large  scissors,     (d)   Draw  and  cut  out 
the  other  two  shelves. 

7.  (a)  Draw  the  lines  that  represent  the  back  and  bot- 
tom of  the  side  pieces,     (b)  What  will  be  the  best  way  to 
get  the  front  of  the  side  pieces  to  look  as  you  want  them 


42          SUGGESTIVE  LESSONS  IN  NUMBERING 

to?  (c)  Be  careful  to  place  your  pattern  so  that  the  parts 
representing  the  bottom  and  back  fall  on  the  lines  you 
have  just  made,  (d)  Now  shape  the  front  like  the  pattern. 
(e)  Cut  out  the  side  pieces,  (f)  Decide  where  the  holes 
are  to  be  placed,  and  use  a  punch  to  put  them  in. 

8.  How  shall  you  fasten  the  shelves  to  the  side  pieces? 
These  can  either  be  glued,  or,  if  pasteboard  is  heavy 
enough,  small  grooves  may  be  made  in  the  side  pieces, 
or  the  shelves  can  be  fastened  in  with  pins,  (g)  Tint 
bookcase  the  color  you  want,  and  fix  cord  to  hang  it  up. 

DRILL  SHEET—  MULTIPLICATION  I. 


8X%=    9X94  - 

= 

=      7X% 


5X7/io= 
8X3/io= 

DRILL  SHEET—  MULTIPLICATION  II. 


1/3    Of      6= 

2/3    Of      9= 

%  of  30= 

2/3  of  16= 

1/4  of    8= 

3/4  of  12= 

2/3    Of   18= 

34  of  15= 

l/5    of    10= 

2/5    Of    10= 

%  of  24= 

%  of  19= 

i/6  of  18= 

3/5    Of    15= 

3/8    Of    16= 

3/8  of  12= 

!/9    Of   27= 

%  of  10= 

%  of  24= 

%  of  20= 

ARRANGED  FOR  INDIVIDUAL  WORK  43 

1/4  of     9=  %  of  18=          %  of  32=  %  of  16= 

1/3  of    7=  %  of  27=          1/2  of  49=  %  of  13= 

i/6  of  13=  3^  Of  32=          1/3  of  26=  %  of  16= 

Mo  of  18=  %  of  27= 

91 0  of  15=  %  of  21= 

%0  of  15=  %  of  28= 

%0  of  22=  %  of  40= 

%     of  18=  %  of  36= 

%     of  48=  V2  of  126= 

%     of  64=  1/3  of  98= 

1/9     of  36=  %  of    42= 

DRILL  SHEET— MULTIPLICATION  III. 

%X%-  %X2/3   =  %  X  %= 

%x%  =       y5  of  3/8= 

%X%    =  2/3X%= 

%x%  =        %'XT«2 

%X%   =  %  Of  2/3= 

y2x%=        y2x%=  ?4x5/i2=       %  x  %= 

%x%=  2/3x%  =        %  x  %= 

%  x  y2=  %x%x%- 

%of  1/8=  %x%xy2= 

1/3  Of  iy2=  %x%xy2- 


44          SUGGESTIVE  LESSONS  IN  NUMBERING 

%of    %= 

%x  %= 
%  x  %= 

%   X   %- 

DRILL  SHEET— MULTIPLICATION  IV. 


%x2y5=     3i/3xiy5= 

3i/2X43/4=       101/2X8%= 

3i/2X 

iy6x 

2%X 

2%= 
3%- 

11/2X16    = 
3i/3X  9    = 
6     Xl2i/2= 

iy4X3i/2=        2%X1%= 

2i/4  X 

51/3= 

5     X 

1% 

= 

3%X 

%-        2%X2%= 

5     X 

iy2= 

3i/2X 

21/3 

= 

iy3xiy4=     3%x2i/2= 

iy2x 

i%= 

21/2  X 

1% 

= 

2y2xiy6=     4y2x3y3=    5  x  121/2= 

71/4  x 

6 

= 

iy2x2 

14=        2^X2 

|3/4= 

8     X 

11/4= 

1%X 

1% 

X4= 

DEILL  SHEET—  MULTIPLICATION  V. 

16 

9           16% 

481/2 

1334 

16% 

27 

ny5 

8i/2 

31/3       15 

7 

8 

12 

9% 

9 

13% 

28          19 

261/3 

45 

25 

36 

40 

10 

61/4         81/4 

18 

i3y5 

8% 

934 

163/5 

ARRANGED  FOR  INDIVIDUAL  WORK  45 

48  24%       15y5       36  2iy2       19  21          45 

163/8         9  8  17%         9  91/3       142/3       12% 


40y2       42  64  24          49  35  3iy3       24 

24  18%  %       W2       161/3       15%       24  11% 


LESSON  XVI. 
LEAEN  TO  READ  A  SCALE  DRAWING. 

1.  In  this  drawing  of  "The  Thomas  Bailey  Aldrich  Book 
Case,"  what  scale  has  been  used?    Where  does  it  tell  this! 

2.  What  is  the  length  of  the  bottom  line  in  the  big 
drawing?     (b)   If  this  line  were  just  3  inches  long,  how 
long  should  the  bookcase  itself  be?     (c)  How  long  must 
we  make  the  real  bookcase  if  this  is  a  true  drawing  of  it? 

3.  (a)  How  long  is  the  line  that  stands  for  the  height 
of  the  bookcase?     (b)  Is  this  correct?    How  do  you  know? 

4.  What  is  the  length  of  the  line  that  represents  the 
back  part  of  the  side  piece?    What  is  the  length  of  this 
part  in  the  bookcase? 

5.  (a)  What  is  the  length  of  the  line  in  the  bottom  part 
of  the  side  piece?     (b)  If  %  inch  of  the  drawing  equals 
one  inch  of  the  real  bookcase,   %   inch   in   the   drawing 
equals inches  in  the  bookcase. 

6.  Measure   the  dotted  line   near  the   top   of   the   side 
piece.    This  stands  for  how  many  inches  in  the  bookcase? 
Why? 

7.  (a)   What  is  the  distance  between  the  bottom  and 
middle  shelves  in  the  drawing?    In  the  bookcase?     (b)  Is 
the  scale  right?    Prove  it. 


46          SUGGESTIVE  LESSONS  IN  NUMBERING 

8.  What  is  the  distance  between  the  middle   and  top 
shelves  in  the  drawing?     With  this  scale  what  should  be 
this  distance  in  the  bookcase? 

9.  What  is  the  length  of  the  line  from  the  top  shelf  to 
the  top  of  the  bookcase? 

10.  (a)  What  is  the  distance  in  the  drawing  from  the 
bottom  shelf  to  the  top  of  the  bookcase?     (b)  What  is  the 
distance  from  the  bottom  shelf  to  the  top  of  the  case  in  the 
bookcase?     (c)  Show  by  this  that  the  scale  in  the  drawing 
is  i/8"  to  1". 

11.  (a)  How  far  is  the  hole  in  the  side  piece  from  the 
top  in  the  drawing?     (b)  How  far  should  it  be  in  the  real 
bookcase? 

12.  (a)  How  wide  is  the  side  piece  at  the  center  of  the 
hole?     (b)  What  is  the  measurement  from  the  center  of 
the  hole  to  the  back  of  the  side  piece?     (c)  What  is  the 
measurement  from  the  center  of  the  hole  to  the  front  of 
the  side  part?     (d)  The  answer  in  (b)  is  what  part  of  the 
answer  in  (c)  ? 

13.  (a)  How  wide  should  the  bookcase  be  at  the  center 
of  the  hole?    (b)  Where  should  the  hole  be  placed  in  the 
bookcase?     (c)  How  far  from  the  top?     (d)  How  far  from 
the  back?     (e)   How  far  from  the  front? 

LESSON  XVII. 

1.  Lumber  is   measured  by   a  piece   that  is   12   inches 
long,   12   inches   wide   and   one   inch   or  less   thick.      This 
is   called  a   "board  foot."     Why  was  it   so   named? 

2.  (a)  Make  a  drawing  that  represents  a  "board  foot." 
(b)  If  this  board  were  cut  in  strips  each  one  inch  wide, 
how  many  strips  would  there  be?     (c)  Show  this  on  your 
drawing,     (d)  Now  if  these  strips  were  placed  end  to  end, 
how  far  would  they  extend?    Why?     (e)  How  wide  would 


ARRANGED  FOR  INDIVIDUAL  WORK  47 

this  long  piece  be?  How  thick?  (f)  Then  what  is  an- 
other measure  for  a  "board  foot"?  It  is  usually  written 
12  ft,  X  1  in.  X  1  in.,  or  12'Xl"Xl". 

3.     If  12'  X  l"Xl"=l  foot  of  lumber,  then 
12'  X  2"Xl"=  ..................  feet  of  lumber; 

12'  X  3"  XI"—  ..................    "     " 

12'  X  4"Xl"=  ..................    "      " 

12'  X  6"Xl"=  ..................   "     " 


tf 


12'  y  8"Vl"=  "  "         " 

12'XlO"Xl"=  ..................  "  " 

12'  X  2"X2"=  ..................  "  " 

12'X  4"X2"=  ..................  "  "        " 

12'  X  6"X2"=  ..................  "  " 

12'X12"X2"=  ..................  "  " 

12'  X  4"X4"=  "  "        " 

4.     If  12'Xl2"Xl"=l  board  foot,  then 
12"  X  6"X1"=  .....  -  ...........  board  foot; 

12"  X  4"Xl"=  .............  --    " 

•\fyrr\s     Q"\/1"  *'  " 

A^      X     O      X1     =  .................. 

12"  X  5"Xl"=  ..................    " 

19"\/    7"v1"  tf  ft 

*-&    X    '     X-L    =  .................. 

24"  X  6"X1"=  ..................     " 

24"X8"Xl" 
-  =  ..................  board  feet  ; 


24"X9"XI" 
= board  feet. 


5.    Find    out   how    much   lumber   would    be    needed    to 


48          SUGGESTIVE  LESSONS  IN  NUMBERING 

make  this  bookcase,  (a)  How  many  pieces  are  necessary? 
(b)  How  long  is  each  piece?  (c)  What  is  the  width  of 
each  piece  ? 

4"X26"X7"X1" 

= board  feet ; 

12"X12"X1" 

l"X26"X5"Xl" 

= board  feet. 

12"X12"X1" 

Total  = board  feet, 

6.  White  pine  costs  30  cents  a  board  foot,   and  bass 
35  cents  a  board  foot,     (a)  Find  the  cost  of  the  lumber 
if  the  bookcase  is  made  of  white  pine,     (b)   If  made  of 
bass  wood. 

7.  If  the  bookcase  is  to  be  finished  up,  you  will  need 
5  cents  for  stain,  15  cents  for  shellac,  5  cents  for  nails  and 
5  cents  for  cord.    What  would  be  the  entire  cost  of  such  a 
bookcase? 

LESSON  XVIII. 

The  Public  Library  of  Los  Angeles  suggested  this  list 
of  books  for  Children's  Book  Week: 

"Little  Women."    L.  M.  Alcott.    Little.    $1.75;  $3.00. 

"Hans  Andersen's  Fairy  Tales."  Illus.  by  Louis  Rhead. 
Harper.  $1.75. 

"Old  Mother  West  Wind."    T.  W.  Burgess.    Little.    $1.20. 

"Alice's  Adventures  in  Wonderland"  and  "Through  the 
Looking  Glass."  Lewis  Carroll.  MacMillan.  $1.75. 

"The  Brownies;  Their  Book."  Palmer  Cox.  Century. 
$1.75. 


ARRANGED  FOR  INDIVIDUAL  WORK  49 

"Cinderella's  Granddaughter."   B.  B.  Gilchrist.    Century. 
$1.75. 

"The    Mutineers."      C.    B.    Hawes.      Atlantic    Monthly 
Press.     $2.00. 

"High   Benton."     William   Heyhger.     Appleton.     $1.75. 

"Nelly's  Silver  Mine."   Mrs.  H.  H.  Jackson.   Little.   $1.75. 

"Toby  Tyler."    J.  O.  Kaler.    Harper.    $1.60. 

"The  Jungle  Book."   Rudyard  Kipling.   Doubleday.   $2.00. 

"Dr.  Doiittle."    Hugh  Lofting.     Stokes.     $2.25. 

"Pinocchio."     Carlo  Lorenzini.     LeRoy  Phillips.     $2.25; 
Ginn,  75  cents. 

"The  Boys'  Life  of  Edison."    W.  H.  Meadowcroft.    Har- 
per.    $1.75. 

"The  Dutch  Twins."     L.  F.  Perkins.     Houghton.     $1.75. 

"The  Tale  of  Peter  Rabbit."     Beatrix  Potter.     Warne. 
75  cents. 

"The  Merry  Adventures  of  Robin  Hood."    Howard  Pyle. 
Scribner.     $3.50. 

"The   Real   Mother   Goose."     Illus.    by   Blanche    Fisher 
Wright.     Rand,    McNally.      $2.50. 

"The   James  Whitcomb   Riley  Reader."     Bobbs-Merrill. 
$1.00. 

"The  Children's  Book."    H.  E.  Scudder.    Houghton.    $5.00. 

"Heidi."    Johanna  Spyri.    Lippincott.    $1.50. 

"The   Home   Book   of   Verse   for  Young   Folk."     B.   B. 
Stevenson.     Holt.     $2.75. 

"The  Child's  Garden  of  Verses."   R.  L.  Stevenson.   Scrib- 
ner.    $1.00. 

"Tom  Sawyer."    Mark  Twain.    Harper.    $1.75. 

"A   Short   History   of   Discovery."     H.   W.    Van   Loon. 
McKay.     $3.00. 

1.     How  many  of  these  books  have  you  already  read! 
If  you  had  to  buy  them,  how  much  would  they  cost! 


50          SUGGESTIVE  LESSONS  IN  NUMBERING 

2.  Make  a  list  of  the  books  that  you  would  like  to  read. 
How  much  money  would  you  need  to  buy  them? 

3.  Name  the  books  that  you  would  like  to  own.    What 
would  be  the  cost  of  these  books? 

4.  Select  two   of  these  books  that  you  would  like   to 
give  to  two  of  your  friends,     (a)  If  you  bought  them,  how 
much  would  they  cost  you?     (b)  If  you  could  save  25  cents 
a  week,  how  long  would  it  take  you  to  get  money  enough 
to  buy  them?     (c)  How  long  would  it  take  you  with  what 
you  do  save  to  buy  them? 

5.  If  you  had  five  dollars  to  buy  some  of  these  books, 
which  ones  would  you  choose?     What  would  they  cost? 

6.  (a)    Suggest   a   number   of   books   that    would   cost 
about  $10.00;  about  $15.00. 

7.  Write  a  letter  ordering  two  or  three  books  that  can 
be  bought  from  the  same  firm.     In  your  letter,  be  careful 
that  you  name  the  books,  their  authors  and  the  price  of 
each;   also,   the  whole   cost. 

8.  Get  blanks,  "Application  for  Money  Orders,"  from 
your  nearest  postoffice,  and  fill  them  out  for  $3.50 ;  $4.75 ; 
$5.25. 

10.  How  far  is   it   from   San   Diego   to    Linda   Vista? 
From  Irvine  to  Anaheim?    From  Santa  Ana  to  Los  Nietos? 
From  Anaheim  to  Rivera?    From  Aliso  to  Los  Angeles? 

11.  How  long   does   it   take   No.   76   to   run   from   Los 
Angeles  to  Orange?     What  is  the  distance  between  these 
two  places?     About  how  far  does  this  train  run  in  one 
minute  ?    At  this  rate,  how  far  would  it  travel  in  one  hour  ? 

12.  How  long   does   it  take   No.   74   to   run  from  Los 
Angeles   to    San   Diego?     How   far    apart    are    these   two 
cities?      About    how    many    miles    does    this    train    go    in 
one  hour?     In  fifteen  minutes? 


ARRANGED  FOR  INDIVIDUAL  WORK  51 

LESSON  XIX. 

FOOTBALL. 

"Rule  I,  Section  I.  The  game  shall  be  played  on  a 
rectangular  field,  360  feet  in  length  and  160  feet  in  width. 
The  lines  at  the  ends  of  the  field  shall  be  termed  'End 
Lines.'  Those  at  the  sides  shall  be  termed  'Side  Lines' 
and  shall  extend  indefinitely  beyond  their  points  of  inter- 
section with  the  goal  lines." 

1.  (a)    The   length    of    a   football   field    is   how   many 
times  its  width?     (b)  Its  width  is  what  part  of  its  length! 

2.  (a)    If   in   drawing    a   football   field   you   made    its 
width  2  inches,  what  should  you  make  its  length?     (b) 
If  the  width  were  4  inches,  what  should  the  length  be? 

(c)  If  the  width  is  6  inches,  the  length  will  be inches. 

(d)  If  the  length  is  18  inches,  the  width  will  be -...inches. 

3.  (a)  If  1  inch  in  your  drawing  equals  1  foot  in  the 
length  of  the  field,  how  many  inches  long  should  you  make 
your  drawing?     (b)  If  %  inch  equals  1  foot,  the  drawing 
should  be  how  long?     (c)  If  %  inch  =  1  foot,  the  drawing 
will  measure  how  many  inches?     (d)  If  %e  incn  =  1  foot, 
how  many  inches  wide  will  your  drawing  be? 

4.  (a)   If  1  inch  in  the  drawing  equals  10  feet  of  the 
field,  how  long  should  the  drawing  be?     How  wide?     (b) 
Let  1  inch  equal  20  feet.    What  is  the  length  of  the  draw- 
ing?   What  is  the  width?     (c)  Let  1  inch  equal  40  feet. 
Find  the  length  and  width  of  the  drawing,     (d)  If  1  inch 

equals  60  feet,  the  length  of  the  drawing  is inches 

and  the  width  is inches. 

5.  Draw  the  football  field  to  the  scale  of  1  inch  equals 
40  feet.    Remember  to  let  the  side  lines  extend  beyond  the 
end   lines. 

6.  "Section  1.    The  'Goal  Lines'  shall  be  established  in 


52          SUGGESTIVE  LESSONS  IN  NUMBERING 

the  field  of  play  ten  yards  from  and  parallel  to  the  end 
lines.  The  space  bounded  by  the  goal  lines  and  the  side 
lines  shall  be  termed  the  'Field  of  Play.'  The  spaces 
bounded  by  the  goal  lines,  the  end  lines,  and  the  side 
lines  shall  be  termed  the  'End  Zones.'  (a)  Ten  yards 
equal  how  many  feet?  (b)  How  far  are  the  goal  lines 
from  the  end  lines?  (c)  30  feet  are  what  part  of  40  feet? 
(d)  If  1  inch  equals  40  feet,  what  part  of  an  inch  equals 
30  feet?  (e)  How  far  should  you  measure  from  the  end 
lines  to  show  where  the  goal  lines  should  be  placed? 
(f)  How  many  points  should  be  located?  (g)  Draw  the 
goal  lines  in  your  drawing. 

7.  How  long  is  the  Field  of  Play?     How  wide  is  it? 
Find  the  number  of  square  feet  in  it. 

8.  How  long  is  an  End  Zone?    How  wide  is  it?     How 
many  square  feet  are  there  in  an  End  Zone?     How  many 
in  both  of  them? 

9.  How    does   an   End   Zone   compare   in   size   with    a 
Field  of  Play?    How  many  times  as  large  is  the  Field  of 
Play?     (Do  you  add,  subtract,  multiply  or  divide  to  find 
out?) 

LESSON  XX. 

"Section  2.  The  Field  of  Play  shall  be  marked  at  inter- 
vals of  five  yards  with  white  lines  parallel  to  the  goal 
lines." 

1.  (a)  Five  yards  equals  how  many  feet?  (b)  15  feet 
is  what  part  of  40  feet?  (c)  What  part  of  an  inch  shall 
you  measure  off  to  show  five  yards  in  your  drawing? 
(d)  Locate  all  the  five-yard  lines  that  cross  the  Field  of 
Play. 

1  'Section  3.    The  goal  posts  shall  be  placed  in  the  middle 


ARRANGED  FOR  INDIVIDUAL  WORK  53 

of  each  goal  line,  shall  exceed  20  feet  in  height  and  be 
placed  18  feet  6  inches  apart." 

2.  (a)   Twenty  feet  is  what  part  of  forty  feet?     (b) 
What  part  of  an  inch  represents  20  feet  in  your  drawing! 
(c)  About  how  long  shall  you  make  the  line  that  stands 
for  18  feet  6  inches?     This  lacks  how  much  of  being  20 
feet?     (d)  How  can  you  find  the  middle  of  the  goal  line? 
(e)  If  the  goal  posts  are  %  inch  apart  in  your  drawing, 
how  far  is  each  from  the  middle  point  of  the  goal  line? 
What  is  y2  of  one-half  inch?     (f)   How  far  are  the  goal 
posts   from   the   side   lines?      (g)    How   far   apart   should 
they  be  on  your  drawing?    Measure  your  drawing  to  see 
if  it  is  right. 

"Rule  V.  The  game  shall  be  decided  by  the  final  score 
at  the  end  of  the  four  periods.  The  following  shall  be  the 
value  of  the  plays  in  scoring: 

Touch    down 6  points 

Goal  from  touch  down 1  point 

Goal  from  the  field 3  points 

Safety  by  opponents 2  points" 

3.  Find  the  final  scores  for  these  games: 

(a)  FuUerton  (Cal.)  High  School 

5  Touch  downs 
2  Goals  from  touch  downs 
Covina  0. 

(b)  FuUerton 

7  Touch  downs 
1  Goal  from  touch  down 
1  Goal  from  the  field 
1  Safety  by  opponents 
Riverside  0. 

(c)  FuUerton  0 


54          SUGGESTIVE  LESSONS  IN  NUMBERING 

San  Diego 
3  Touch  downs 

3  Goals  from  touch  downs. 

(d)  Fullerton  and  Santa  Ana  each  had 

1  Touch  down 

1  Goal  from  a  touch  down. 

(e)  Manual  Art  High  School,  Los  Angeles, 

2  Touch  downs 

1  Safety  by  opponents 
Pasadena  0. 

(f)  Manual  Art 

4  Touch  downs 

4  Goals  from  touch  downs 
Whittier  High  School. 
1  Touch  down 

1  Goal  from  touch  down. 

(g)  University  of  California,  Berkeley, 

2  Touch  downs 

1  Goal  from  touch  down 
1  Goal  from  the  field 
Oregon  Agriculture 
1  Touch  down 
1  Goal  from  touch  down, 
(h)  University  of  California 
4  Touch  downs 
4  Goals  from  touch  downs 
Ohio  State  University  0. 


ARRANGED  FOR  INDIVIDUAL  WORK 


55 


LESSON  XXI. 
HOW  TO  BEAD  THE  TABLE. 


HEIGHT  and  WEIGHT  TABLE  for  BOYS 

u± 

5 

Yrs. 

Yrs. 

Yrs. 

A: 

Yrs. 

10 
Yrs. 

11 

Yrs. 

Yrs. 

13 

Yrs. 

14 
Yrs. 

& 

A 

A 

18 

39 
40 
41 
42 
43 
44 
45 
46 
47 

I 

51 
52 
53 
54 
55 

1 

61 
62 
63 
64 

i 

70 

8 
1 

76 

35 

11 

41 

43 
45 
47 
48 

36 
38 
40 
42 
44 
46 
47 
49 
51 
53 
55 

87 
89 

I 

45 
46 

i 

52 
54 
.56 

8 

62 

44 

J? 

48 
50 

59 

66 
69 

40 
51 

1 

64 

I 

54 

63 
65 
68 

78 
81 
84 

i 

11 

61 
64 

75 

85 
88 
92 

105 

62 
65 

76 

8 

86 
89 
93 
97 
102 
107 

m 

71 

81 
84 

15 

94 
99 
104 
109 
115 
120 
125 
130 
134 
138 

© 

78 
88 

9 

102 
106 
111 
117 
122 
126 
131 
135 
139 
142 
147 
152 
157 
1C2 

86 
90 
94 
90 

104 
109 
114 

us 

123 

127 
132 
136 
140 
144 
149 
154 
159 
164 
169 
174 

91 
96 
101 
106 
111 
115 
119 
124 
128 
133 
137 
141 
145 
150 
155 
160 
165 
170 
175 

97 

102 
108 
113 

ffi 

125 
129 
134 
138 
142 
146 
151 
156 
161 
166 

m 

178 

110 

18 

123 
126 
130 
135 
139 
143 
147 
152 

ll 

167 
172 
177 

v. 

( 

....i 

1  

PfiCPARED  BY  OH.  THOMAS   D.  WOOD 

1.     What  should  a  5-year-old  boy  who  is  39  inches  tall 
weigh?    A  boy  of  six  years?     One  of  seven  years?     Why 


56 


SUGGESTIVE  LESSONS  IN  NUMBERING 


doesn't  the  table  give  weights  for  8,  9  and  10  years  for 
children  who  are  39  inches  tall? 

2.  (a)  Find  the  weight  for  a  boy  42  inches  tall  who 
is  7  years  of  age.  (b)  For  one  who  is  46  inches  tall  and 
9  years  of  age.  (c)  For  a  boy  who  is  57  inches  tall  and 
11  years  of  age. 


HEIGHT  and  WEIGHT  TABLE  for  GIRLS 


Yrs. 


Yrs. 


Yrs. 


Yrs. 


10 
Yrs.  Yrs. 


12 
Yrs. 


Yrs. 


14 

Yra. 


A 


16 
Yra 


A 


A 


40 


48 


68 


BY  OR.  THOMM  0>  WOOD 


ARRANGED  FOR  INDIVIDUAL  WORK  57 

3.     Read  the  table  for  a  height  of  61  inches,  putting  it 
down  in  this  way: 

age.  weight. 

61 


4.  (a)    Find  the  weight  of  a  boy  65  inches  tall  and 
15  years  of  age.     (b)   52  inches  tall  and  9  years  of  age. 
(c)  48  inches  tall  and  8  years  of  age.     (d)  59  inches  tall 
and  10  years  of  age.     (e)  43  inches  tall  and  7  years  of  age. 

5.  (a)    How   old   and  how  tall  should   a   boy  be  who 
weighs    68    pounds?      (b)    One    who    weighs    56    pounds? 
(c)    One  who  weighs  70  pounds?     (d)    One  who  weighs 
46  pounds. 

6.  (a)   What  is  the  weight  of  a  7-year-old  girl  whose 
height  is  42  inches?     What  is  the  weight  of  a   10-year- 
old  girl  whose  height  is  48  inches?     (c)  Of  a  girl  who  is 
9  years  old  and  47  inches  in  height? 

7.  (a)  Find  the  weight  of  a  girl  who  is  11  years  old 
and  50  inches  tall,     (b)   Of  one  who  is  8  years  old  and 
48  inches  in  height,     (c)   Of  one  who  is  12  years  of  age 
and  57  inches  tall. 

8.  (a)    Find  the   height   and   the   age  for  a   girl  who 
weighs  51  pounds,     (b)   For  one  who  weighs  54  pounds. 
(c)   For  one  who  weighs  58  pounds,     (d)   For  one  who 
weighs  74  pounds. 

9.  (a)   How  much  does  the  table  show  that  a  boy  51 
inches  in  height  and  10  years  of  age  should  weigh?     (b) 
A  girl  of  the  same  height  and  weight?     (c)  What  weight 
does  the  table   give  for   a  girl  54  inches  in  height   and 
12  years  of  age?     (d)  For  a  boy  of  the  same  height  and 
age? 

10.  (a)    How   much   taller  is   a   boy   who   weighs   100 
pounds  than  a  girl  who  weighs  100  pounds?     (b)  What  is 


58          SUGGESTIVE  LESSONS  IN  NUMBERING 

the  difference  in  their  ages?  (c)  How  much  taller  is 
a  boy  who  weighs  123  pounds  than  a  girl  of  the  same 
weight?  (d)  What  is  the  difference  in  their  ages? 

11.  (a)  What  is  the  height  and  age  of  a  girl  who 
weighs  144  pounds?  (b)  Of  a  boy?  (c)  What  is  the 
difference  in  their  heights? 

LESSON  XXII. 

ABOUT  WHAT  A  GIRL       ABOUT  WHAT  A  BOY 
SHOULD  GAIN  EACH          SHOULD  GAIN  EACH 
MONTH.  MONTH. 

5  to     8 6  oz.          5  to     8 6  oz. 

8  to  11 8  oz.  8  to  12 8  oz. 

11  to  14 12  oz.  12  to  14 12  oz. 

14  to  16 8  oz.  14  to  16 16  oz. 

16  to  18 4  oz.  16  to  18 8  oz. 

Try  to  do  as  much  better  than  the  average  as  you  can. 

1.  (a)   If  a  child  from  5  to  8  should  gain  6  ounces  a 
month,  how  many  ounces  would  such  a  child  gain  in  a  year  ? 
(b)  How  many  ounces  in  a  pound?     (c)   6  ounces  is  what 
part  of  a  pound?     (d)  How  many  pounds  in  a  year? 

2.  (a)  A  child  8  to  12  will  gain  how  many  ounces  in 

3  months?     (b)  This  equals  how  many  pounds?     (c)  What 
part  of  a  pound  does  such  a  child   gain  in  one   month? 
(d)  How  much  more  does  a  boy  8  to  12  gain  in  one  month 
than  a  child  5  to  8?     (e)  This  is  what  part  of  a  pound? 

3.  (a)    A   boy    12   to    14    gains    how    many    ounces    in 

4  months?     Hoy  many  pounds?      (b)    12   ounces   is  what 
part  of  a  pound?     (c)  What  part  of  a  pound  more  does  a 
boy  12  to  14  gain  in  one  month  than  a  child  of  5  or  8? 

4.  (a)  How  many  months  will  it  take  a  boy  16  to  18 
to  gain  one  pound?    To  gain  3  pounds?    to  gain  6  pounds? 


ARRANGED  FOR  INDIVIDUAL  WORK  59 

(b)  How  many  months  will  it  take  a  girl  16  to  18  to  gain 
one  pound?  To  gain  4  pounds?  To  gain  one-half  pound? 
To  gain  5  pounds?  Is  this  more  or  less  than  one  year? 
How  much? 

5.  (a)  How  much  should  a  girl  5%  years  of  age  who 
is  39  inches  in  height  weigh?     (b)  How  much  should  a  boy 
whose  age  is  7  years  6  months  and  who  is  42  inches  tall 
weigh?     (c)  Find  the  weight  of  a  girl  whose  age  is  8  years 
and  4  months  and  whose  height  is  46  inches,     (d)   Find 
the  weight  of  a  boy  who  is  10  years  and  9  months  old 
and  who  is  50  inches  tall. 

6.  (a)  How  many  months  are  there  in  a  year?     (b)  Six 
months  is  what  part  of  a  year?     (c)   How  many  months 
equal  one-third  of  a  year?     (d)  Three  months  is  what  part 
of  a  year?     (e)  Which  is  the  more,  one-half  of  a  year  or 
one-third  of  a  year?     How  much  more?     (f)   8  months  is 
what  part  of  a  year?     (g)  Nine  months  is  what  part  of 
a  year?     (h)  How  many  months  is  the  same  as  one-sixth 
of  a  year? 

7.  (a)  About  how  much  should  a  boy  8  to  12  gain  in 
one  week?     In  two  weeks?     (b)  How  much  should  a  boy 
14  to  16  gain  in  2  weeks?     In  3  weeks?     (c)  How  much 
should  a  girl  11  to  14  gain  in  3  weeks?     In  one  week? 
(d)  How  much  more  will  a  boy  14  to  16  gain  in  one  month 
than  a  girl  14  to  16? 

8.  (a)  How  much  should  a  boy  8  to  12  gain  from  the 
first    of   January   to   the   last   of   May?      (b)    About   how 
much  should  a  girl  11  to  14  gain  from  the  Fourth  of  July 
till   Christmas?      (c)    About   how   much   should   you   gain 
from    January  1    till    your    birthday?       (d)    How    much 
should    your    best    friend    gain    from    January    1    till    his 
birthday  ? 


60 


SUGGESTIVE  LESSONS  IN  NUMBERING 


LESSON  XXIII. 

1.  How  many  inches  in  a  foot?     39  inches  equals  how 
many  feet?     How  many  inches  remaining?     3   inches   is 
what  part  of  a  foot? 

39  inches  = feet, inches,  or  3!/4  ft. 

2.  40  inches  equals  how  many  feet?    How  many  inches 
remaining?     5  inches  is  what  part  of  a  foot?     How  do 
you  write  it? 


40  inches 

3. 

41  inches 

42  inches 

43  inches 

44  inches 

45  inches 

46  inches 

47  inches 

48  inches 

4. 

49  inches 

50  inches 

51  inches 

52  inches 

53  inches 

54  inches 

59  inches 

60  inches 

5. 

61  inches 

62  inches 

63  inches 

64  inches 

65  inches 

66  inches 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet. 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 

feet,  inches, 


or... 
or.. 
or.. 
or., 
or., 
or.. 
or., 
or.. 


it. 

ft. 

ft. 

ft. 

ft. 

ft. 

ft. 

ft. 


or ft. 

or ft. 

or ft. 

or ft. 

or ft. 

or ft. 

or ft. 

or ft. 

or ft. 

or ft. 

or ft. 

or ft. 

or ft. 

or ft. 


ARRANGED  FOR  INDIVIDUAL  WORK  61 

67  inches  =  feet, inches,  or ft. 

68  inches  =  feet,  inches,  or .ft. 

69  inches  =  feet,  ~ inches,  or it. 

70  inches  =  feet,  inches,  or™. 

72  inches  =  feet,  inches,  or. 

6.  (a)    If    one    boy   measures   44   inches    and    another 
measures  48  inches,  how  many  inches  taller  is  the  second 
boy  than  the  first?     This  is  what  part  of  a  foot?     (b) 
If  one  girl's  height  is  63  inches  and  another's  is  71  inches, 
what  is  the  difference  in  their  heights?     This  number  of 
inches  is  what  part  of  a  foot? 

7.  (a)  Find  the  height  of  the  oldest  girl  that  weighs 
120   pounds,      (b)    Find  the  height   of  the  youngest  boy 
that   weighs   120   pounds.     Write  the   difference   in  their 
heights  as  a  part  of  a  foot. 

8.  (a)   Look  for  130  pounds  as   a  weight  for  a  boy. 
What   age   and   what   height   are   given   for   this   weight? 
(b)    See  how  many  times   you   can  find  this  weight  for 
either  a  boy  or  a  girl.    Get  the  heights  and  ages  for  each 
one  of  these. 

9.  How   old   and   how  tall   is   a   girl  who   weighs   149 
pounds?    What  is  the  age  and  what  is  the  height  of  a  boy 
who  weighs  this  same  amount? 

10.  What  is  your  weight?     How  tall  are  you?     What 
is  your  age?     What  does  the  table  say  that  you  should 
weigh  at  your  age?     Do  you  weigh  more  or  less?     How 
much? 

11.  Are  you  tall  enough  for  your  age?   Are  you  too 
tall?    Do  you  weigh  enough  for  your  age?    How  can  you 
tell  by  comparing  your  height,  age  and  weight  with  this 
table? 


62          SUGGESTIVE  LESSONS  IN  NUMBERING 


LESSON  XXIV. 

How  to  make  a  Height  and  Weight  Table  for  the  Boys 
in  your  room: 

1.  (a)    Draw   an   oblong   4   inches   by   5   inches.     The 
4-inch   side   is   the   top.      (b)    Draw   a   line   one-half   inch 
below  the  top  line  of  this  oblong,     (c)  In  this  space  print 
neatly  "Height  and  Weight  Table  for  Boys."     (d)   Draw 
another  line  one-sixteenth  of  an  inch  below  the  line  you 
have  already  made. 

2.  (a)  Make  another  line  which  is  one-half  inch  below 
the  line  made  for  (b)  in  problem  1.     (b)  How  many  six- 
teenths of  an  inch  are  there  between  this  line  and  the  one 
made  for   (d)   in  problem  1?     (c)   Divide  the  first  inside 
line  into  eight  equal  parts,     (d)   How  wide  should  each 
of  these  parts  be?     (e)  What  is  the  easiest  way  of  locating 
these  points? 

3.  (a)   Make  points  on  the  bottom  line  which  are  the 
same  distance  apart  as  those  you  have  made  above,     (b) 
Connect  the   top   and   bottom  points   with   straight   lines, 
(c)  How  many  places  have  you  made?     How  many  lines 
are  there? 

4.  (a)  In  the  first  little  box  to  the  left  print  the  word, 
"Height."     (b)   From  the  school  register  get  the  ages  in 
years,  using  the  nearest  birthday,  for  all  the  boys  in  the 
room,     (c)  Arrange  their  ages  in  a  column,  beginning  with 
the  youngest  and  ending  with  the  oldest,     (d)  Now  place 
these  ages  in  the  remaining  little  boxes,  putting  the  young- 
est in  the  box  next  to  the  one  with  the  word,  "Height." 

5.  (a)    Measure   all   the   boys    (without   shoes)    in   the 
room,     (b)   Find  the  height  in  inches  of  each  boy.     (c) 
Arrange  these  heights  in  a  column,  being  careful  to  begin 


ARRANGED  FOR  INDIVIDUAL  WORK  63 

with    the    lowest    number    and    ending    with    the    highest. 

(d)  See  that  you  have  as  many  numbers  as  you  have  boys. 

(e)  Now   place   these   heights   in   this   order   in  the   first 
column  to  the  left.    Make  as  nice,  neat  figures  as  you  can. 

6.  (a)   If  possible,  have  all  the  class  go  to  the  scales 
where  you  can  take  turns  in  weighing  each  other  without 
shoes.     It  might  be  well  to   have  your  teacher  or  some 
one  who  has  used  scales  to  check  up  each  weight,     (c) 
Take   down   the   weight   in   pounds   or   pounds   and  half- 
pounds,  being  careful  that  you  get  the  right  weight  for 
the  right  boy. 

7.  (a)    Pill  in  the  table   by  putting  the  right  weight 
opposite  the  right  height  and  under  the  right  age.     (b)  If 
this  table  does  not  show  your  best  work,  make  another. 

8.  Make  a  table  in  this  same  way  for  the  girls  in  the 
room. 

9.  (a)   How  many  boys  are  there  in  the  room  whose 
weights  are  below  normal?     How  many  above?     (b)  How 
many   girls   are   there   whose   weights   are   below  normal? 
How  many  above?     (c)  What  can  these  boys  and  girls  do 
to  make  their  weights  about  right? 

10.  (a)   Which  boy  lacks  the  most  of  being  the  right 
weight?     (b)  About  how  much  must  he  gain  each  month 
to  have  the  normal  weight  for  the  next  year?     (c)  Which 
girl  is  farthest  below  normal?     (d)  How  much  should  she 
gain  each  month  to  get  her  weight  up? 


LESSON  XXV. 


1.  (a)  Make  a  card  upon  which  to  keep  your  own 
height  and  weight  for  each  month  of  the  year,  (b)  How 
many  spaces  shall  you  need  for  the  weights?  (c)  How 
many  for  the  heights?  (d)  How  wide  a  space  should  you 


64         SUGGESTIVE  LESSONS  IN  NUMBERING 

have  for  each?     (e)  What  would  be  a  convenient  size  for 
the  card! 

2.  (a)    Upon   heavy   paper   make    a   six    and   one-half 
inch   square,      (b)    Why  is   this   a   convenient   size?      (c) 
Draw  a  line  one-half  inch  below  the  top  line,     (d)  From 
the  top  line  draw  a  line  to  the  bottom;  that  is,  one-half 
inch  from  the  left  side. 

3.  (a)  Divide  the  rest  of  the  top  line  into  twelve  equal 
parts,     (b)  Do  the  same  with  the  bottom  line,     (c)   Con- 
nect these  points  with  lines  extending  from  top  to  bottom, 
(d)  How  far  apart  are  these  lines? 

4.  (a)  Put  the  name  of  the  present  month  in  the  first 
space.      In    the    second    space    place    the    name    of    next 
month;  the  next  in  the  third  space,  and  so  on  until  all 
twelve   months   have   been   named.     Practice   printing   so 
that  you  can  space  your  letters  well,     (b)  Try  to  get  your 
height    and   weight   on   the   same    day   each   month,    and 
record  measurements  and  weights  in  proper  place. 

5.  How   to   make    a    Classroom   Weight   Record:      (a) 
Secure   a  sheet   of   drawing   paper  that   is   16   inches   by 
14  inches.     Draw  a  line  that  is  %  inch  from  each  edge, 
(b)  Inside  of  these  lines  you  have  just  made,  draw  others 
at  a  distance  of  %  inch,     (c)  Inside  of  these  lines  draw 
still  another  at  a  distance  of  %6  incn-     (d)  Either  shade 
or  ink  the  space  between  the  first  and  second  lines.   These 
three  lines  form  the  border,  and  none  of  the  inside  lines 
cross  them. 

6.  One  of  the  14-inch  sides  forms  the  top.     (a)  Measure 
down  2y±  inches  from  the  top.    Place  points  on  either  side. 
Connect  these  points  by  a  heavy  line,     (b)   %  inch  below 
this,  draw  another  heavy  line,     (c)  Measure  up  from  the 
bottom  1%  inches,     (d)  What  space  at  the  top  was  used 
up   in   the   border?     At   the   bottom?     At   both   top   and 


ARRANGED  FOR  INDIVIDUAL  WORK 


65 


bottom?  (e)  What  is  the  sum  of  the  space  that  has  been 
measured  off  at  both  top  and  bottom?  (f)  How  much 
space  is  left? 

7.  (a)  Locate  points  on  both  sides  *4  inch  apart.    How 
many  will  there  be  on  one  side?     (b)  Connect  points  that 
are    opposite    by    drawing    light    lines.      (c)    How    many 
spaces  are  there? 

8.  (a)  2%  inches  from  the  left  side,  draw  a  heavy  line 
that  extends  from  the  first  heavy  line  at  the  top   (below 
the  border)  to  the  heavy  line  at  the  bottom,     (b)  Measure 
off  three  spaces  at  the  right  of  the  line  you  have  just 
made,  each  %  inch  wide.     Draw  light  lines  for  the  first 
two,  and  a  heavy  line  for  the  third,     (c)  What  is  the  sum 
of  all  the  space  you  have  used  in  this  problem?     (d)  How 
much   space   is   used  in  the   border   on  both   sides?      (e) 
How   much   space   is  used   in  the  border  on  both  sides? 

(e)  How  much  is  used  all  together   (from  side  to  side)  ? 

(f)  How  much  should  be  left?     Use  your  ruler  to  see  if 
this  is  correct. 

9.  (a)  What  is  %  of  %  inch?     (b)   In  the  remaining 
space   between   the   two   heavy   lines,    draw   a   light   line 
%  inch  from  the  top  line.     Let  this  line  extend  to  the 
border  on  the  right  side. 

10.  (a)  Beginning  at  the  left,  measure  off  ten  %-inch 
spaces  along  this  line  you  have  just  drawn,     (b)  Measure 
off  the  same  distance  at  the  bottom,      (c)    Connect  with 
a  light  line  the  points  that  are  opposites. 

11.  Put  these  headings  on  your  drawing: 

CLASSEOOM  WEIGHT  EECOED. 


NAME 

Age 

Hght. 

Nor- 
mal 
Wt 

Year                          Actual  Weight 

Sept. 

Oct. 

Nov. 

Dec. 

Jan. 

Feb. 

Mar. 

Apr. 

May  June 

66 


SUGGESTIVE  LESSONS  IN  NUMBERING 

DEILL  SHEET—DIVISION  I. 


%-*-3- 
%-5-2- 

%-5-S- 


%-3= 


2-5-%- 


1-1/4= 

3-y4= 


—5= 

—7= 
—2= 
—2= 
—2= 
—3= 
—2= 


y8 


%- 


—2= 
—5= 


5-=-y2 


%  —2=        %-^3= 

DRILL  SHEET— DIVISION  H. 
3--2/3=  4-^%- 

2-5-%-  3-*-%- 

2-34=  6-3/5= 

12-%= 

9-3/4= 

10-5/6== 

10—%= 

12— 3/8= 
DRILL  SHEET— DIVISION  III. 


-% 


1-H4 


1/2-^y2=    3/4-^-y3= 


6-^3/8 


ARRANGED  FOR  INDIVIDUAL  WORK 


67 


K-Hi 


%— 


1%-*-  % 

2%-5-  % 


-%- 

4/6= 
•%- 


%-*-%—      %-;-%, 


2%-s-2 


DEILL  SHEET—  DIVISION  IV. 


-   3/l6= 


^    %  =  41/4  —8 

-*-  %=      i%—  %-    2%-s-i  y2  = 

!%—!%«       l%-5-    %  = 

-21/2=         61/4-  %-       22/3-f-    %  =  4%o— 1%  = 

2y2—  %=    22/g-f-  y2  =  3^4  — iyi2= 

31/3—  y2=     2%-*-  u/12=  5%  — iy8  = 

4  =  31/3  -1%  - 


4   -iy2= 

LESSON  XXVI. 

L 

Imagine  yourself  as  checker  at  our  cafeteria.    As  these 
trays  pass  you,  be  able  to  place  the  correct  check  on  each. 


68          SUGGESTIVE  LESSONS  IN  NUMBERING 

TABLE  OF  PEICES. 

Meats—  Salads 

Beef    ..............  15^  Soup 

Ham   ..............  15#  Fruit 

Sausage    ...........  15^  Pie 

Vegetables    ..........  7^  Cake  and  Pudding 

Potatoes  ............  5#  Coffee,  Tea,  Cocoa 

Bread  and  Butter  ....  3f  Ice  cream 


1st.     Ham,  bread  and  butter,  pie. 

2nd.    Beef,  mashed  potatoes,  salad,  cake. 

3rd.     Soup,  beans,  pie. 

4th.     Sausage,  cabbage,  bread  and  butter,  fruit. 

5th.     Carrots,  lettuce,  salad,  pudding. 

6th.     Peas,  bread  and  butter,  pie  with  ice  cream. 

7th.     Spinach,  egg  salad,  cake,  tea. 

8th.     Soup,  bread  and  butter,  fruit,  pie. 

9th.     Beef,  potatoes,  cake,  ice  cream. 
10th.     Bread  and  butter,  salad,  fruit,  cocoa. 
llth.     Ham,  beans,  bread  and  butter,  pudding. 
12th.     Beef,  potatoes,  carrots,  pie,  coffee. 
13th.     Bread  and  butter,  fruit,  cake. 
14th.     Salad,  bread  and  butter,  pie. 
15th.     Sausage,  potatoes,  pie  with  ice  cream. 
16th.     Ham,  potato  salad,  cake,  fruit. 
Now  try  each  one  again  to  see  if  you  can  check  as  fast 
as  our  checker  does. 

II. 

Now  this  time  you  are  cashier.    What  change  will  you 
give  if  you  receive  these  pieces  of  money? 
1st.     Fifty-cent  piece. 
2nd.    A  quarter  and  a  dime. 
3rd.     Quarter. 


ARRANGED  FOR  INDIVIDUAL  WORK  69 

4th.  Half  dollar. 

5th.  Two  dimes  and  a  nickel. 

6th.  Quarter. 

7th.  Quarter. 

8th.  Three  dimes. 

9th.  A  quarter  and  a  dime. 

10th.  Half  dollar, 

llth.  A  five-dollar  bill. 

12th.  A  silver  dollar. 

13th.  Two  dimes. 

14th.  Half  dollar. 

15th.  Two  quarters. 

16th.  A  two-dollar  bill. 

in. 

If  you  are  given  25  cents  a  day  for  your  lunch,  select 
a  menu  for  each  day  of  the  week.  Try  to  get  something 
you  like  which  is  also  nourishing. 


LESSON  XXVH. 

If  you  want  to  grow  and  be  strong,  you  must  choose  the 
;  food  that  will  do  these  things  for  you.     This  table  shows 
food  values  for  boys  and  girls  8  to  13  years  of  age. 

FOODS.                                             Positive  Score.    Negative  Score. 
'Milk     Iiy2 

Eggs    9y2 

Fried  egg 9y2 

(  Bread  and  butter 7%  

!  Hot  breads    13y2 

Orange    8*4  

Apple    7y2 


70          SUGGESTIVE  LESSONS  IN  NUMBERING 

FOODS.  Positive  Score.    Negative  Score. 

Pear 6%  

Raisins    8  .... 

Dates    7  

Figs     9 

Prunes    Sy2  

Plums    4  

Strawberries 2%  .... 

Banana     8%  

Breakfast  foods   (hot) 6  

Jelly    31/2 

Preserves    5% 

Bacon    4  

Chicken    7  

Fish     51/2 

Lamb     6  

Lean  beef    7%  

Pork    111/2 

Fried  meats    17% 

Soups    13y2  

Potatoes     6y2  

Peas    4%  

Carrots   4%  

Beans    5  .... 

Rice     121/2 

Custard    11% 

Ice    cream   12%  14%* 

Candy   7%  12* 

Plain  cake  8  .... 

Fancy  cake   111/4 

Pie     10y2 

Plain  puddings 6% 

Pickles  (large)   9 


ARRANGED  FOR  INDIVIDUAL  WORK  71 

Coffee  (cup)    8y2 

Tea  (cup) 8 

Cocoa    (cup)   


*Eaten  between  meals. 

1.  (a)  Name  five  of  the  best  foods  for  boys  and  girls 
of  this  age.     (b)  Name  six  that  should  not  be  eaten. 

2.  When  should  ice  cream  and  candy  be  eaten?    Why! 
Should  they  come   at  the  beginning   or   end  of   a  meal? 
Why  is  this  better! 

3.  Think  of  a  good  reason  why  people  should  learn  to 
eat  at  regular  times  and  not  be  "piecing"  all  the  time. 

4.  How  much  does  Frank  score  for  himself  when  he 
eats  a  breakfast  of  milk,  hot  breakfast  food  with  dates, 
bread,  butter  and  jelly?     (The  positive  scores  are  to  be 
added.) 

5.  What  is  Mary's  score  for  this  luncheon :  soup,  baked 
potato,  plain  cake   and  an  apple? 

6.  Which  one  of  these  dinners  makes  the  better  score? 
How    much    better?      (a)  Egg,    rice,    carrots,    bread    and 
butter,   pudding,   milk,      (b)    Lamb,   baked   potato,   peas, 
bread  and  butter,  custard,  cocoa. 

7.  (a)  What  is  the  score  for  this  meal:  Chicken,  potato, 
biscuits,  pear  salad,  ice  cream,  half  cup  of  coffee?     (All 
negative  scores  are  to  be  subtracted.)      (b)  Why  doesn't 
this  have  as  high  a  score  as  the  other  meals?     (c)  How 
could  you  change  it  so  that  it  would  make  a  higher  score? 

8.  How  much  did  your  breakfast  this  morning  score? 

9.  What  was  the  score  for  your  dinner  yesterday? 


72          SUGGESTIVE  LESSONS  IN  NUMBERING 


LESSON  XXVIII. 

1.  Select  a  breakfast  of  fruit,  cereal  (breakfast  food), 
toast  or  bread  and  butter  and  milk.    What  is  the  score  for 
such  a  breakfast? 

2.  Select    a   luncheon    of    soup,    one    vegetable,    bread, 
butter  and  jelly,  one  dessert  and  milk.    What  is  the  score 
for  this  meal?    What  would  have  been  the  score  had  you 
added  a  large  pickle? 

3.  If  you  eat  your  breakfast  at  7:30  a.  m.   and  your 
luncheon  at  12  m.,  how  long  is  it  between  the  two  meals? 

4.  Do  you  like  ice  cream?     When  do  you  like  best  to 
eat  it?     Does  this  score  for  you  or  against  you? 

5.  Select  a  breakfast  of  not  more  than  five  things,  one 
of  which   is   a   drink,   that  will  make   the  highest   score. 
What  is  the  score? 

6.  (a)    From  the    list    choose    seven    things    that    you 
would  like   to   have   for   dinner   today.     Find   the   score, 
(b)    Can   you   raise   the   score   by   making   any   changes? 
How  much? 

7.  Do  you  like  to  have  the  same  things  to  eat  every 
day?     Make  a  list  of  three  different  luncheons  that  you 
would  like,  and  find  the  score  of  each. 

8.  Select  from  this  list  five  things  that  you  like  best. 
What  would  be  the  score  for  these  five  things? 

9.  From  this  list,  name  one  meat,   one  vegetable,  one 
fruit,  one  dessert  and  one  drink.     Count  up  the  score  for 
the  things  you  have  just  named. 

10.  (a)   How  much  higher  is  the  score  for  lean  beef 
than   for   fish?      (b)    Potatoes   than   carrots?      (c)    Apple 
than   pear?      (d)    How   much   higher   is   plain   cake   than 
strawberries?     (e)  How  much  higher  is  the  score  for  milk 


ARRANGED  FOR  INDIVIDUAL  WORK  73 

than  for  an  orange?     (f)   How  much  higher  is  the  score 
for  custard  than  for  a  banana? 

11.  (a)   How  much  higher  is  the  score  for  an  orange 
than  for  peas?     (b)   How  much  higher  is  the  score  for 
bread,  butter  and  jelly  than  it  is  for  potato?   (c)   Which 
has  the  higher  score,  milk  or  cocoa?     How  much  higher? 

12.  (a)    What    is    the    sum    of    the    first   two   negative 
scores?    (b)  What  is  the  sum  of  the  third  and  fourth  nega- 
tive scores?    (c)  What  is  the  sum  of  the  first  four  nega- 
tive scores?     (d)  What  is  the  sum  of  the  fifth  and  sixth 
negative  scores?     (e)  What  is  the  sum  of  the  seventh  and 
eighth  negative  scores?     (f)  What  is  the  sum  of  the  ninth 
and  tenth  negative  scores?     (g)  What  is  the  sum  of  the 
last  two  negative  scores?     (h)  What  is  the  sum  of  all  the 
negative  scores? 

LESSON  XXIX. 

Using  the  time  table  for  a  fireless  cooker : 

1.  Beef  is  to  cook  ' '  7  minutes  to  the  Ib."  with  gas  and 

"40  minutes  to  the  Ib."  without  gas. 

How  long  will  it  take  a  4-pound  piece  to  cook?  (a)  How 
long  will  it  cook  with  gas?  (b)  How  long  without  heat? 
(c)  How  many  minutes  for  both?  (d)  This  equals  how 
many  hours? 

2.  Pork  cooks  "9  minutes  to  a  Ib."  with  heat  and 

"45  minutes  to  a  Ib."  without  heat. 

What  time  must  be  allowed  for  6  pounds?  (a)  How 
many  minutes  with  gas?  (b)  How  many  minutes  without 
heat?  (c)  How  many  minutes  for  both?  (d)  How  many 
hours  and  minutes? 

3.  Turkey  should  cook  "  6  minutes  to  a  Ib."  with  gas  and 

"35  minutes  to  a  Ib."  without  heat. 


74          SUGGESTIVE  LESSONS  IN  NUMBERING 

Find  the  time  required  for  a  9-pound  turkey,  (a)  How 
many  minutes  with  gas?  (b)  How  many  minutes  without 

gas?     (c)  The  total  time  is minutes,     (d)  This  equals 

hours  and minutes. 

4.  The  time  for  mutton  is  "  8  minutes  to  a  Ib."  with  gas 

and  "40  minutes  to  a  Ib."  without. 

How  long  should  be  allowed  for  a  7-pound  piece?  (a) 
How  many  minutes  with  gas?  (b)  How  many  minutes 
without?  (c)  What  is  the  sum  of  these  two?  (d)  What 
is  the  time  in  hours  and  minutes? 

5.  Chicken  cooks  "  6  minutes  to  a  Ib."  with  gas  and 

"40  minutes  to  a  Ib."  without  heat. 

How  long  will  it  take  4%-pound  chicken  to  cook?  (a) 
How  many  minutes  with  gas?  (b)  How  many  minutes 
without?  (c)  How  many  minutes  for  both?  (d)  How 
many  hours  and  minutes? 

6.  Veal  should  cook ' *  9  minutes  to  a  Ib."  with  gas  and 

"50  minutes  to  a  Ib."  without. 

How  much  time  should  be  allowed  for  a  6%-pound 
roast?  (a)  How  many  minutes  with  gas? 

(a)  Find  the  time  that  these  roasts  should  be  cooked 
with  the  gas  on.  (b)  Find  the  time  that  each  should  be 
cooked  with  the  gas  turned  off.  (c)  Find  the  number  of 
minutes  required  for  both,  (d)  Change  the  number  of 
minutes  into  hours  and  minutes. 

7.  5%  pounds  of  mutton. 

8.  &y2  pounds  of  veal. 

9.  14%-pound  turkey. 

10.  6%  pounds  of  pork. 

11.  314-pound  chicken. 

12.  (a)  A  layer  cake  should  bake  10  minutes  with  gas 
and  15  minutes  with  gas  turned  off.     How  long  will  it 
take  to  bake  this  kind  of  cake?     (b)  A  loaf  cake  should 


ARRANGED  FOR  INDIVIDUAL  WORK  75 

bake  25  minutes  with  gas  and  30  minutes  without  gas 
turned  on.  What  time  is  required  to  bake  a  cake  of  this 
kind?  (c)  A  fruit  cake  requires  50  minutes  with  gas  and 
3V2  hours  with  gas  turned  off.  How  much  time  should  be 
allowed  to  bake  a  fruit  cake? 

13.  (a)  How  much  more  time  is  needed  to  bake  a  loaf 
cake  than  a  layer  cake?     (b)  How  much  more  for  a  fruit 
cake  than  a  loaf  cake?     (c)  How  much  more  for  a  fruit 
cake  than  a  layer  cake? 

14.  A  smoked  ham,  12  to  16  pounds,  should  cook  with 
gas  1%  to  2  hours  without  gas.     (a)  How  many  minutes 
to  the  pound  is  this?    It  should  cook  4  to  6  hours  with  the 
gas  turned  off.     (b)  How  many  minutes  to  the  pound  is 
this? 

LESSON  XXX 

1.  On  September  15,   1921,  the  School  Branch   of  the 
Bank  of  Italy  received  the  following  pieces  of  money  from 
its  depositors:  8  quarters,  4  dimes,  2  nickels,  4  pennies. 
How  much  money  was  deposited  on  that  day? 

2.  The    money   received    September    22,    1921,    was    as 
follows:  2  silver  dollars,  15  half  dollars,  14  quarters,  25 
dimes,  29  nickels  and  7  pennies.     How  much  money  was 
deposited? 

3.  When  the  tellers  got  ready  to  count  the  change  on 
September  29,  they  had:  1  one-dollar  bill,  13  half  dollars, 
15   quarters,   14  dimes,   3  nickels   and   12   pennies.     How 
much  money  did  they  send  to  the  bank  that  day? 

4.  On  October  6th,  the  four  tellers  of  the  bank  took  in 
this  money:  1  check  for  $2.50,  another  for  $3.25,  1  five- 
dollar  bill,  6  one-dollar  bills,  9  half  dollars,  21  quarters, 
18    dimes,    25    nickels    and    38    pennies.      What    was    the 
deposit  for  the  day? 


76         SUGGESTIVE  LESSONS  IN  NUMBERING 

5.  The   bank   received   the   following   money   on   Octo- 
ber   13:    2    silver    dollars,    10    half    dollars,    23    quarters, 
4  dimes,  4  nickels  and  15  pennies.    What  was  the  sum  of 
all  their  deposit  slips  for  that  day? 

6.  October  20th  the  tellers  received  this  money:  1  five- 
dollar  bill,  8  one-dollar  bills,  2  silver  dollars,  7  half  dol- 
lars,  11   quarters,   14   dimes,   12   nickels   and   14   pennies. 
What  was  the  amount  deposited? 

7.  On  October  27th  the  bank  took  in  $8.34  and  there 
were  34  depositors.    How  many  dollars,  half  dollars,  quar- 
ters, dimes,  nickels  and  pennies  would  be  needed  to  make 
this  amount? 

8.  (a)  How  much  money  was  deposited  in  the  month  of 
September?     (b)  How  much  in  October?     (c)  How  much 
in  both  months? 

9.  November  3rd  was  a  big  day  at  the  bank,  and  there 
was  much  money  to   count   at  the   close   of  the   banking 
hour.     It  was  as  follows:  two  checks,  one  for  $3.50,  the 
other  for  $4.75;   1  five-dollar  bill,  4  two-dollar  bills  and 
6  one-dollar  bills;  8  silver  dollars,  24  half  dollars,  27  quar- 
ters,  35   dimes,   34   nickels   and   30   pennies.     How   much 
money  was  deposited  that  day? 

10.  (a)    The    deposit    for    November    10th    was    $6.28; 
for  November  17th,  $1.45;  for  November  23rd,  $4.67.    How 
much  money  was  deposited  in  the  three  weeks?     (b)  How 
much  money  was  deposited  in  the  month  of  November? 
(c)  How  much  did  that  average  a  week? 

11.  (a)    What    was    the    total    deposit    for    the    three 
months?     (b)  What  was  the  average  deposit  a  month? 


ARRANGED  FOR  INDIVIDUAL  WORK  77 


LESSON  XXXI. 

Some  of  the  girls  who  sell  ribbon  have  problems  like 
these  to  work.    Can  you  solve  them? 

I. 


Number  cost      cost 
of          per           of 
yards      yard      piece 
4%       $0.20     $0.90 

5%          -45 

given      f  —  i_nange  given  - 

by  cus-                                                                     t 
tomer       Ic     2c    lOc    25c    50c     $1      $2      $5    < 
$  1.00               2 

Lmt.  of 

change 
$0.10 

500 

6% 
8% 

3% 

7% 

3% 

7y2 

9 
6% 

7% 

9% 

.90 

10.00                                             



.75  

.60 

7.00 

10.00                                           



.85  

48 

5.50        

4.50 

1.50      

10.00     
2.01                                              



.15 

3.60 

20.00 



2.70  
.65 

6.00                    .                       

10.00                                           

1.00  
.35  
.46  
.28  
.42  
.25  
.18  
.27 

4.00 



5.00 

5.00       

2.00                    ...                    

3.50 

1.50 



2.02     .  .            ....                    

01.00 

(a)  Find  the  cost  of  each  piece  of  ribbon,  (b)  Find 
how  much  change  should  be  given  to  each  customer,  (c) 
Name  the  pieces  of  money  that  the  cashier  would  be 


78          SUGGESTIVE  LESSONS  IN  NUMBERING 

likely  to  give  to  the  customer.  See  if  you  write  the 
answers  for  each  problem  without  making  a  single  mis- 
take. Rule  your  paper  so  that  it  will  look  like  this,  and 
then  put  your  answers  in  the  right  place. 

n. 
Fill  these  blanks: 

%    yard  equals inches. 

*4    yard  equals inches. 

%    yard  equals inches. 

%    yard  equals inches. 

%    yard  equals inches. 

%    yard  equals inches. 

%    yard  equals inches. 

%    yard  equals ~ inches. 

%    yard  equals inches. 

%    yard  equals inches. 

%    yard  equals inches. 

%    yard  equals inches. 

%    yard  equals inches. 

%2  yard  equals inhces. 

lVi2  yard  equals inches. 

LESSON  XXXII. 

1.  The  Fifth  Grade  Sewing  Class  decided  to  make  some 
of  their  Christmas  presents   at  school.     Mary  knew  her 
mother   needed   dishtowels.     Their   old   ones   were   three- 
fourths  of  a  yard  long,     (a)   How  much  material  should 
she  get  for  six?     (b)  At  22  cents  a  yard,  how  much  will 
the  material  for  her  mother's  present  cost? 

2.  (a)    Josephine    wanted    to    make    holders    for    her 
mother.     Her  teacher  told  her  they   should   measure   10 


ARRANGED  FOR  INDIVIDUAL  WORK  79 

inches  by  6  inches.  She  would  need  a  small  roll  of  cotton 
which  cost  her  18  cents,  and  one-half  yard  of  heavy  mus- 
lin at  19  cents  a  yard.  How  much  did  both  cost?  (b) 
Draw  a  picture  of  the  holder  that  is  just  half  as  large  as 
the  holder  itself,  (c)  The  muslin  is  to  be  used  for  the  top 
and  bottom.  How  long  do  you  think  it  should  be?  (d) 
If  it  were  cut  a  half  inch  larger  on  all  four  sides,  what 
would  be  its  length?  Its  width?  (e)  Draw  a  picture  that 
is  half  the  size  of  the  cover. 

3.  (a)    Fairfax    decided    to    make    curtains    for    the 
kitchen.     There  were  two  30-inch  windows.     She  wanted 
the  curtains  to  come  3  inches  below  the  windows,  so  this 
would   make   them   how  long?      (b)    If  there   is  to   be   a 
2-inch  hem  at  the  bottom  and  a  4-inch  one   at  the  top, 
how  much  must  she  add  to  the  length  of  the  curtains  for 
the  two  hems?     This  would  make  them  how  long?     (c) 
Two   curtains   are   needed   at   each   window.     How   many 
inches  of  material  would  it  take  for  one  window?     (d) 
How    many    for    two    windows?      (e)    How    many    yards 
should  she  buy?     (f)  There  is  a  24-inch  glass  in  the  door. 
She  wants  a  4-inch  hem  at  both  the  top  and  bottom  on 
these.    How  long  should  these  curtains  be  cut?     (g)  How 
many  inches  will  be  needed  for  two  of  them?    How  many 
yards?     (h)   How  many  yards  will  it  take  for  both  the 
windows  and  the  doors?     (i)   How  much  will  it  cost  at 
35  cents  a  yard? 

4.  Belle  is  going  to  make  a  white  apron  for  her  mother. 
She  bought  l^  yards  of  dimity  at  30  cents  a  yard.    How 
much  did  it  cost?     (b)  She  thought  a  lace  edge  would  be 
nice  on  it  and  wanted  to  know  how  much  lace  to  buy. 
Her  teacher  told  her  to  measure  the  outside  edge  of  the 
apron  so  she  could  get  1%  times  as  much  lace.  The  apron 
measured  52  inches,     (c)  How  much  lace  should  she  buy? 


80          SUGGESTIVE  LESSONS  IN  NUMBERING 

(d)  At  8  cents  a  yard,  what  should  this  lace  cost?     (e) 
How  much  did  Belle  pay  for  all  the  material  for  the  apron? 

LESSON  XXXIII. 

1.  George  and  Frank  each  decided  to  make  sail  boats 
for  their  little  brothers.     In  the  woodshop  they  found  a 
piece  of  wood  that  was  2%  feet  long.     This  would  give 
each  how  long  a  piece? 

2.  (a)    This   piece   of  lumber  was   8   inches   wide   and 
2  inches  thick.     If  the  sail  boat  is  to  be  made  6  inches 
wide,  how  much  will  be  taken  off  each  side?     (b)   They 
want  to  begin  whittling  out  the  center  %  inch  from  the 
edge.     Draw  a  picture  of  the  upper  side  showing  where 
the  whittling  is  to  begin,     (c)  What  is  the  scale  of  your 
drawing  ? 

3.  (a)  The  sides  of  the  bottom  are  to  be  rounded  off. 
Draw  a  picture  of  one  of  these  sides  showing  how  you 
would  have  it  look,     (b)  If  the  middle  part  of  this  bottom 
is  1%  inches  shorter  at  each  end  than  the  top  part,  what 
is  its  length? 

4.  (a)  The  boys  hunted  for  a  narrow  strip  of  wood  to 
make  the  masts  and  booms.    Each  mast  was  to  be  1%  feet 
long.    How  many  inches  of  this  wood  shall  they  need  for 
the    two    masts?      The    mast    is    to    be    placed    so    that 
%   of   the  length   of   the   ship   is   in  front   of   it   and   % 
back  of  it.     How  many  inches  in  front  of  it?     (c)   How 
many  inches  back  of  it?     (d)  The  boom  is  %  of  the  length 
of  the  mast.     What  is  its  length?     (e)  How  many  inches 
of  lumber  is  required  for  both  booms?     (f)  How  many  feet 
of  lumber  will  both  boys  need  for  their  masts  and  booms? 

5.  (a)  Each  boat  required  two  supports  of  wire.     Each 
support  should  have   1%  feet.     How  many  feet  of  wire 
needed  for  a  boat?     (b)  Find  the  amount  needed  for  both 
boats. 


AKRANGED  FOR  INDIVIDUAL  WORK  81 

6.  (a)  They  intended  to  use  a  heavy  cord  to  fasten  the 
sails.  It  measured  1%  feet  from  the  top  of  the  mast  to  the 
end  of  the  bow.     How  many  inches  is  this?     (b)    They 
figured  on  allowing  %  foot  of  cord  for  the  knots.     How 
long  should  the  piece  be?    (c)  They  needed  1%  feet  of  cord 
in  another  place.    How  much  was  required  for  one  boat? 
(d)  How  much  should  they  buy  for  the  two  boats?     (e) 
What  would  it  cost  at  2  cents  a  foot? 

7.  (a)    George's    mother   had    some    cloth    which    they 
thought  would  do  for  the  sails.     In  the  piece  there  were 
1%  yards.     For  one  boat  they  would  need  %  of  a  yard. 
(b)    How  much  would  be  required  for  both?      (d)    What 
part  of  a  yard  would  the  mother  have  left?     (e)  How  many 
inches  in  the  piece?     (f)  If  they  had  had  to  pay  24  cents  a 
yard  for  their  cloth,  how  much  would  the  sails  have  cost? 

8.  (a)  Their  hardware  cost  them  15  cents.   They  bought 
little  flags  which  were  10  cents  apiece.     How  much  did 
the  materials  for  their  boats  cost?     (b)   How  much  was 
this  apiece? 

9.  (a)    In    hollowing    out    the    wood,    a    man    used    a 
machine    to    help    them.      He    worked    20    minutes.      How 
much  was  his  time  worth  at  60  cents  an  hour?     (b)   The 
boys  have  shop  from  10:55  till  12:15  a.  m.     They  spent 
4  periods  working   on  these  boats.     How  many  minutes 
did  they  spend?    How  many  hours? 

LESSON  XXXIV. 

1.  Some  of  the  fifth  grade  class  decided  they  would 
make  envelopes  of  different  sizes,  for  they  could  be  used 
for  stamps,  seeds  or  clippings.  After  trying  several  differ- 
ent sizes,  they  finally  decided  upon  this  pattern  for  the 
first  one.  (a)  Use  your  scratch  paper  to  make  a  similar 


82          SUGGESTIVE  LESSONS  IN  NUMBERING 

pattern.  (You  will  need  a  piece  eight  or  ten  inches  long 
for  this.)  An  inch  or  two  below  the  top  of  your  paper, 
draw  an  oblong  that  measures  3%  inches  from  top  to  bot- 
tom and  2%  inches  from  side  to  side.  Make  heavy  lines 
for  the  sides,  but  only  light  lines  for  the  top  and  bottom. 

(b)  Make  a  light  line  that  is  just  %  of  an  inch  from  each 
of  the  side  lines,     (c)   This  new  oblong  you  have  made 
is  how  wide?    How  long? 

2.  Just  below   (using  the  bottom  line  of  the  first  for 
the  top  line  of  the  second)   draw  another  oblong  exactly 
the   same   size,   as   the   first   drawing,      (a)    Seven-eighths 
of  an  inch  above  the  top  line  of  the  first  oblong  draw  a 
light  line   that  is  just  2%  inches  long.      (It   is   directly 
above  the  oblong  you  made  in  1  (b).     (b)  This  is  to  make 
the  flap  of  the  envelope,  so  round  off  the  corners,  trying 
to  make  the  two  sides  as  nearly  alike  as  you  can. 

3.  (a)  Why  was  the  first  oblong  made  wider  than  the 
second?    How  much  wider  was  it?     (b)  Cut  out  the  pat- 
tern, being  careful  to  cut  straight  by  keeping  on  the  lines. 

(c)  Fold  over  to  the  inside  both  oblongs  that  measure 
3%  inches  in  length  and  %  inch  in  width,     (d)  Fold  the 
bottom  oblong  up  over  these  two.     (e)  Fold  down  the  flap 
of  the  envelope,     (f)  Are  the  sides  of  the  envelope  even 
and  true?     If  so,  put  library  paste  on  the  little  oblongs 
that  are  folded  on  the  inside,  and  paste  the  sides  of  the 
bottom  oblong  to  them. 

4.  (a)    Now  decide  where  you   are   going  to   put  the 
word,  "Stamps."    Shall  you  have  it  at  the  top,  the  middle 
or  at  the  bottom?     Or  should  you  rather  letter  it  as  the 
Japanese  do,  with  the  letters  under  one  another?     Which- 
ever way  you  choose,  you  must  decide  on  the  size  of  the 
letters.     How   many   are   there   in   this   word?     What   is 
the  length  of  the  space  where  you  intend  to  put  them? 


AERANGED  FOR  INDIVIDUAL  WORK  83 

How  large  can  you  make  each  letter?  (c)  Draw  two  light 
lines  the  right  distance  apart,  and  make  little  blocks 
where  you  will  put  each  letter,  (d)  See  if  your  letters 
will  fit  in  these  spaces. 

5.  (a)   Are  there   any  corrections  you  would  like  to 
make  in  your  pattern?     What  are  they?     (b)   Draw  an- 
other pattern  on  scratch  paper,  keeping  these  corrections 
in  mind. 

6.  (a)  You  are  ready  now  to  make  the  real  envelope 
out  of  manila  paper.     How  long  should  this  paper  be? 
How  wide?     (b)  Put  in  your  drawings  as  you  did  on  the 
scratch  paper,     (c)   Cut  out  the  envelope  very  carefully. 
(d)  Paste  sides  together,     (e)  Letter  it  neatly,     (f )  These 
envelopes  should  contain  several  pieces  of  waxed  paper  to 
prevent  the  stamps  from  sticking  together.     How  large 
should  one  of  these  pieces  be?      (g)   How  much  waxed 
paper  is  necessary  to  make  six  of  these  pieces? 

7.  Some  other  members  of  the  class  decided  to  make 
cases  for  postal  cards,     (a)  What  are  the  measurements 
of  a  postal  card?     (b)  About  how  long  then  should  they 
make   such   a   case?     How  wide?     Why  make   it   larger 
each  way? 

8.  (a)  To  make  this  pattern,  get  a  piece  of  paper  that 
is  about  14  inches  long  and  6  or  7  inches  wide,     (b)  About 

•  4  inches  from  the  top,  draw  an  oblong  that  is  5%  inches 
long  and  4%  inches  wide.  Make  heavy  lines  on  the  side, 
but  light  lines  at  the  top  and  bottom.  (The  heavy  lines 
always  show  where  to  cut,  and  the  light  ones  where  to 
fold.) 

9.  (a)    At   the   bottom   of   this   oblong,    draw    another 
that  is  4%  inches  long,  and  the  same  width  as  the  other, 
using   a   heavy   line   only   at   the    bottom,      (b)    Measure 
%  inch  from  either  side  of  this  oblong.    At  this  distance 


84          SUGGESTIVE  LESSONS  IN  NUMBERING 

draw  a  heavy  line  that  is  %  inch  shorter  at  each  end 
than  the  side  of  the  bottom  oblong,  (c)  Connect  the  ends 
of  this  line  with  the  top  and  bottom  of  the  bottom  oblong. 
10.  (a)  Find  the  center  of  the  top  line  of  the  first 
oblong,  (b)  Make  a  point  that  is  3%  inches  directly  above 
this,  (c)  Extend  the  sides  of  the  top  oblong  each  2  inches, 
(d)  Draw  lines  from  the  point  you  have  made  to  the  ends 
of  the  two  lines.  This  makes  the  flap  of  the  envelope. 


LESSON  XXXV. 

1.  (a)  Cut  out  pattern  you  have  made  and  fold  sides, 
(b)   Fold  over  flap,     (c)   Paste  it  together,     (d)    Do  all 
the  parts  fit  exactly?     (e)  What  changes  would  make  the 
next  one  a  little  better? 

2.  (a)  Draw  a  heavy  line  that  is  %6  of  an  inc^  fr°m 
the  side  edges  of  the  envelope,     (b)    Make  three  points 
so  as  to  draw  this  line  around  the  flap.    For  the  first  one 
measure  %6  of  an  inch  from  the  point  of  the  flap,     (e) 
Place  your  ruler  as  though  you  were  going  to  draw  a  line 
from  the  point  where  the  flap  begins  to  narrow  to  the  other 
side  where  the  flap  folds   over.     Hold  the  ruler  in  this 
position  while  you  measure  %6  of  an  inch  from  the  point 
where  the  flap  narrows,     (d)  Mark  this  point,     (e)  In  the 
same  way  mark  a  point  on  the  opposite  side,     (f)  Draw 
straight  lines  %6  of  an  inch  from  the  edge  and  extending 
from  the  place  where  the  flap  turns  over  to  the  points 
you  have  just  made,     (g)  Connect  the  ends  of  these  lines 
with  the  point  you  made  first. 

3.  Show    another    way    in   which    you    could    decorate 
such  an  envelope.     In  order  to  do  this,  draw  the  front 
and  back  of  the  envelope  as  it  would  look  after  it  was 
decorated. 


ARRANGED  FOR  INDIVIDUAL  WORK  85 

4.  This  is  the  pattern  of  another  envelope  that  opens 
at  the  side  instead  of  the  end.     This  could  be  used  for 
kodak  films  or  pictures.    For  the  pattern  a  piece  of  paper 
about  9  inches  by  12  inches  is  necessary,     (a)   The  first 
oblong  should  be  placed  about  3  inches  from  the  top  of 
the   paper.     The  long  way  is  from  side  to   side,   and  it 
measures    7%    inches.      The    other   way   it   measures   4% 
inches.     The   short  lines   are   heavy.     Draw   this   oblong. 

(b)  Measure    %    of    an    inch    from    the    lines    that    are 
4%  inches  long,  and  draw  light  lines  at  these  distances. 

(c)  What  are  the  measurements  of  the  rectangle  you  have 
just  made?     (d)   The  rectangle  below  this  is  exactly  the 
same  size,  and  three  of  its  sides  will  have  heavy  lines. 
Draw  this  rectangle. 

5.  (a)    Find   the   middle   of   the   top   line   of   the   first 
oblong.     What  is  %  of  7  inches!     %  of  %  of  an  inch? 
Find  the   sum  of  these  two.     This  will  be   the   distance 
from  the  dotted  line  to  the  middle  point,     (b)   How  far 
will  it  be  from  this  point  to  the  outside  line  of  this  oblong? 

(c)  Extend  the  dotted  lines,  with  heavy  lines,  1%  inches. 

(d)  From  the  ends  of  these  lines  to  the  point  made  in  (a), 
draw  a  part  of  a  circle  so  that  both  sides  will  be  rounded 
alike. 

6.  (a)   Cut  out  the  pattern,     (b)   Fold  over  the  little 
oblongs  that  are  3  inches  wide,  (c)  Fold  the  bottom  oblong 
over  these,     (d)  Fold  the  top  down,     (e)  Put  the  paste  on 
the    little    oblong    and    stick    sides    together    by    folding 
squarely    and    keeping    edges    straight,      (f)    Draw    some 
kind  of  decoration  on  the  flap. 

7.  Make   one   of  these   large   envelopes   out   of   manila 
paper,  water-color  paper  or  of  heavy  colored  paper  and 
decorate  it  in  the  way  you  like  best. 


86          SUGGESTIVE  LESSONS  IN  NUMBERING 

LESSON  XXXVI. 
HOW   TO   MAKE   A   PATTEEN   FOB   A    TOY   PIG. 

1.  (a)   Draw  a  rectangle  that  is  Sy2  inches  long  and 
3%  inches  wide,     (b)  Mark  off  half  inches  in  both  sides 
and  both  ends,     (c)  Draw  the  lines  that  divide  this  rect- 
angle into  half -inch  squares,     (d)  How  many  squares  are 
there  in  the  first  row?     (e)  How  many  rows?     (f)  How 
many  half -inch  squares  are  there? 

2.  (a)  Find  the  third  row  from  the  top  and  the  first 
square  to  the  left.     In  the  lower  left-hand  corner  of  this 
square,  make  a  point,     (b)  In  the  top  row,  fourth  square 
from  the  left,  near  the  upper  right-hand  corner,  make  a 
point,     (e)  In  the  upper  row,  sixth  square  from  the  right, 
in  the  upper  left-hand  corner,  make  another  point,     (d) 
Locate  a  point  in  the  lower  right-hand  corner  of  the  fourth 
square  from  the  right,  top  row. 

3.  (a)  Find  the  square  in  the  third  row  from  the  top 
and   third   square   from   the   right.     Put   a   point   in   the 
middle  of  the  right-hand  side  of  this  square,     (b)  In  the 
fourth  row,  first  square  to  the  right,  place  a  point  in  the 
center  of  this  square.    Place  another  point  about  an  eighth 
of  an  inch  above  this  and  just  a  little  to  the  right.    Place 
a  third  point  in  the  upper  left-hand  corner  of  the  square 
below  this  one. 

4.  (a)    In  the   second   row  from  the   bottom   and   the 
second  square  from  the  right,  place  a  point  in  the  middle 
of  the  left-hand  side,      (b)    In  the  third   square   of   this 
same  row,  place  a  point  that  is  below  the  middle  of  the 
left-hand  side,     (c)  Make  a  point  in  the  middle  of  the  left- 
hand  side  of  the  sixth  square  from  the  right,  second  row 
from  the  bottom,     (d)  In  the  ninth  square  of  this  same 


ARRANGED  FOR  INDIVIDUAL  WORK  87 

row,  make  a  point  in  the  lower  left-hand  corner,  (e) 
Bottom  row,  fifth  square  from  the  left,  make  a  point  in 
the  middle  of  the  right-hand  side. 

5.  (a)  Bottom  row,  second  square  from  the  left,  make  a 
point  in  the  upper  right-hand  corner,     (b)  Third  row  from 
the  bottom,  first  square  to  the  left,  make  a  point  in  the 
lower  right-hand  corner,     (c)  Connect  all  these  points  you 
have  made  with  slightly  curved  lines.    Practice  putting  in 
these  lines  until  the  drawing  looks  like  a  pig. 

6.  (a)    Place   the   eye  below   and  to   the   right   of  the 
center  of  the  fourth   square  from  the  right   and  second 
row  from  the  top.     (b)  The  place  where  the  front  leg  is 
attached  is  a  point  in  the  middle  of  the  left  side  of  the 
sixth  square  from  the  right,  third  row  from  the  bottom, 
(c)  In  the  same  row,  third  square  from  the  left,  bottom 
line  near  the  lower  right-hand  corner,  make  the  point  for 
the  attachment  of  the  other  leg. 


LESSON  XXXVII. 

Making  the  patterns  for  the  legs  and  ears  of  the  toy  pig : 

1.  (a)  Make  a  rectangle  6  inches  by  3  inches.      (b)  Divide 
this  rectangle  in  %-inch  squares,     (c)  How  many  squares 
are  there  in  the  first  row?     (d)  How  many  rows?    (e)  How 
many  small  squares  are  there  in  the  rectangle?     (The  long 
way  is  at  the  top.) 

2.  (a)  Just  above  the  top  line,  beginning  at  the  left- 
hand  side,  number  the  squares  1,  2,  3,  4,  etc.     (b)  Along 
the  left  side,  beginning  at  the  top,  letter  each  row  a,  b,  c, 
d,  e,  f,  etc.     (c)   The  first  square  in  the  upper  left-hand 
corner  is  la.    Find  3  a,  10  a,  24  a,  2  d,  8  c,  7  b,  13 1,  19  k. 

3.  (a)  Find  1  e ;  place  a  point  near  the  lower,  left-hand 
corner,     (b)  Find  6e;  place  a  point  near  the  lower,  right- 


88          SUGGESTIVE  LESSONS  IN  NUMBERING 

hand  corner,  (c)  Find  3b;  place  a  point  near  the  upper, 
right-hand  corner,  (d)  Connect  these  three  points  with 
a  curved  line. 

4.  (a)   Find  3  j ;  place  a  point  near  the  upper,  right- 
hand  corner,     (b)  Find  4k;  place  a  point  near  the  lower, 
left-hand  corner,     (c)   In  31,  place  a  point  in  the  lower, 
right-hand   corner,      (d)    In   81,   place   a   point   in   lower, 
right  corner;  in  upper,  right  corner,     (e)   In  5  j,  place  a 
point   near   upper,   left   corner,      (f)    Connect   the   points 
you  have  made.    There  is  a  sharp  turn  at  4k.     The  place 
for  attachment  is  upper  right  of  3  e. 

5.  Place  points  at  these  places:     (a)  Upper,  right  cor- 
ner   12  g;    (b)    near   lower,    left    corner,    lie;    (c)    near 
upper,  right,  14  a;  (d)  upper,  right,  17  d;  (e)  upper,  left, 
17  i;   (f)  lower,  right  corner,  18  j ;   (g)  upper,  left  corner, 
191;   (h)  lower,  left  corner,  191;   (1)  lower,  right  corner, 
151;  (m)  center,  15  i.  (n)  Connect  points  you  have  made, 
(o)  The  place  for  attachment  is  just  above  center  14  d. 

6.  Place  points  at :   (a)  Upper,  right  corner,  24  a ;   (d) 
upper,    left    corner,    24  g;    (c)    upper,    center,    23  h;    (d) 
upper,   left   corner,    22  f;    (e)    upper,   right    corner,    22  c; 
(f )    upper,   right   corner,   23  a.      (g)    Connect   points   you 
have  made,     (h)  The  point  for  attachment  is  center  23  f. 

7.  When  you  are   satisfied  with  your  outlines,   cut  to 
shape  with  sharp  scissors.     You  will  need  one  body,  two 
front  legs,  two  hind  legs  and  two  ears. 

8.  These   pigs   may   be   made   from   heavy   pasteboard 
or  wood.     Lay  your  pattern  on  either  material  and  trace 
carefully  around  it.     If  the  pig  is  made  from  pasteboard 
or  cardboard,  the  parts  can  be  fastened  together  with  pins ; 
if  wood  is  used,  round  head  screws  are  better  to  fasten 
ears  and  legs  to  the  body.     These  pigs  should  be  colored 
or  painted  to  suit  your  own  ideas.     The  tail  is  put  on 


ARRANGED  FOR  INDIVIDUAL  WORK  89 

with   color  or  paint.     Use  washers  between   all  movable 
parts,  as  they  will  operate  more  easily. 

9.  Mount  the  toy  pig  on  a  cart,  (a)  Use  squared 
paper  (as  you  did  in  the  other  patterns)  to  lay  out  the 
wheels.  Be  careful  they  are  the  same  distance  from  side 
to  side  and  top  to  bottom.  Why?  (b)  What  else  must 
be  true  of  them?  (c)  How  can  you  make  them  perfectly 
round?  Always  measure  from  the  center  to  the  outer  edge 
to  get  location  of  points  for  outside  of  wheel.  Make  your 
pattern  exactly  true.  (If  you  have  a  pair  of  compasses 
or  dividers,  the  circles  can  be  easily  made.) 


LESSON  XXXVIK. 

How  to  get  the  right  size  in  sketching  a  person:  The 
human  figure  is  about  eight  times  its  own  head  length 
(not  counting  the  hair).  Distance  between  finger  tips, 
with  arms  outstretched,  is  equal  to  the  height.  (Measure 
one  of  your  friends  to  see  if  this  is  true.  Have  some 
one  measure  you.)  Make  a  plate  to  show  human  pro- 
portions. 

1.  (a)  Near  the  middle  of  the  paper  make  eight  dotted 
lines  about  three  inches  in  length  that  are  just  one  inch 
apart,     (b)   One  inch  below  the  last  dotted  line  make  a 
heavy  line  that  is  the   same   length   as  the   others,      (c) 
Beginning  with   the  bottom,  number  the   spaces   1,   2,   3, 
4,  etc. 

2.  (a)    Beginning    at   the    middle    of    the    dotted   line 
between  the  fourth  and  fifth  spaces,   draw  a  heavy  line 
that  crosses  the  fifth,  sixth  and  seventh  spaces,     (b)   In 
the  eighth  space  draw  a  flattened-out  circle  to  represent 
the  head,     (c)  Divide  this  head  into  four  equal  divisions 
(use  short  dotted  lines),     (d)  Find  one-third  of  the  width 


90          SUGGESTIVE  LESSONS  IN  NUMBERING 

of  the  seventh  space,  two-thirds.  Put  a  little  mark  in 
the  %  down  in  space  7  to  show  the  neck,  (d)  Mark  the 
second  third  with  a  large  point.  From  this  point  draw 
lines  both  to  the  right  and  to  the  left,  each  %  inch  in 
length.  Put  small  circles  at  the  outer  ends,  and  use  heavy 
points  to  join  the  lines  and  the  circles.  These  form  the 
shoulder  line. 

3.  (a)    Make  small  circles  on  the  dotted  line   at  the 
bottom  of  the  sixth  space  that  are  %  inch  from  the  main 
body  line  that  you  drew  first.    These  circles  are  the  elbows 
and  come  just  at  the  waist  line,     (b)  Connect  these  circles 
with  those  at  the  end  of  the  shoulder  line.     (Always  use 
the  large  points  for  this  purpose.) 

4.  (a)   The  pelvis  line  is  just  %  way  up  and  down. 
Find  the  dotted  line  upon  which  it  is  drawn,     (b)   It  is 
1%  times  the  length  of  the  head.     What  is  its  length? 
How  -long  is  it   on  either   side   of   the   body  line?     Use 
circles  to  end  these  lines,     (c)  The  circles  for  the  wrists 
are  a  little  below  the  pelvis  line   (%  inch)   and  are  1% 
inches  apart.    How  far  would  each  be  from  the  center  of 
the  figure?    Join  wrists  and  elbow  circles. 

5.  (a)  The  knees  are  just  half  way  between  the  pelvis 
and  the  ground.     Make  these  circles  %  inch  apart.     Join 
these   circles   with   those   at   the   end   of   the   pelvis   line, 
(b)  Measure  up  %  of  bottom  space  for  the  ankle  circles. 
They  are  a  quarter  of  an  inch  apart,     (c)  Draw  lines  from 
these  circles  that  come  together  on  the  ground  line,     (d) 
Draw  other  lines  from  these  circles  that  meet  the  ground 
line  %  inch  from  the  point  made  in  (c).     The  finger  tips 
end  at  %  of  the  distance  across  space  4.     Make  a  point 
at   this   place   which   is   directly   under   the   wrist   circle. 
Draw  the  line  (d).     (Complete  the  hand  by  making  other 
two  sides  of  a  triangle — short  sides  toward  body. 


ARRANGED  FOR  INDIVIDUAL  WORK  91 

6.  Use  this  description  to  make  pattern  for  a  paper 
doll,  (a)  Sketch  in  the  neck  and  shoulders,  (b)  Show 
how  wide  you  will  make  the  trunk;  the  arms;  the  legs. 
(c)  Cut  out  paper  doll. 


LESSON  XXXIX. 

In  sketching  people,  it  is  well  to  know  this  table: 

18-year-old   (adult)    8      head  lengths 

14-year-old    7%  head  lengths 

10-year-old    6%  head  lengths 

6-year-old   5%  head  lengths 

2-year-old  5      head  lengths 

1.  (a)    Measure  the  length  of  the  head  of  an  adult. 
His  height  is  how  many  times  this  length?     (b)  Find  his 
height.    Measure  his  height  to  see  if  your  answer  is  about 
right,    (c)  Measure  the  length  of  the  head  of  a  10-year-old 
boy.    His  height  is  how  many  times  this  length?    Find  his 
height.     Measure  his  height  to  show  how  nearly  correct 
your  answer  is. 

2.  (a)  Measure  the  length  of  the  head  of  a  14-year-old 
girl.    Her  height  is  how  many  times  this  length?    (b)  Find 
her  height.     Find  her  height  by  measuring,     (c)  Measure 
the  length  of  the  head  of  a  six-year-old  girl.    What  shall 
you  multiply  by  to  find  her  height?     (d)   What  is  5% 
times  the  length  of  her  head?     Measure  this  girl  to  see 
how  tall  she  really  is. 

3.  (a)  If  an  adult  measured  6  feet  in  height,  what  part 
of  a  foot  would  his  head  length  be?      (b)    This  would 
equal  how  many  inches?     (c)   If  you  were  drawing  this 
person  to  the  scale  of  1  in.  =  1  ft.,  how  long  would  the 
drawing  be?     (d)  How  long  would  the  head  in  the  draw- 
ing be? 


92          SUGGESTIVE  LESSONS  IN  NUMBERING 

4.  If    a    two-year-old    child   measures    2%    feet,    what 
should  be  the  length   of  his  head?      (b)    2%   feet   equal 
how  many  half  feet?     (b)   The  height  of  a  two-year-old 
child  is  how  many  times  its  head  length?     (c)   What  is 
%  of  5  half  feet?    One-half  foot  equals  how  many  inches? 

(d)  The  length  of  a  two-year-old  child's  head  is.. inches. 

(e)  If    you    were    drawing    this    child    to    the    scale    of 
1  in.   =  1  ft.,  how  long  should  your  drawing  be?      (f) 
What. would  be  the  length  of  the  head  in  this  drawing? 

How  to  make  a  picture  of  all  five  of  these  ages  on  the 
same  paper: 

5.  (a)  Take  a  sheet  of  paper  8"  by  10".     Measure  up 
from  the  bottom  %  inch  on  each  side  of  the  paper.    Draw 
a   heavy   line   across   the   paper   at   this   place,   but    stop 
within  %  inch  of  each  side,     (b)  Measure  off  a  distance 
of  iy±  inches  from  the  left-hand  side  of  the  paper.    Place 
your  ruler   this   distance   from   the    edge   and,   beginning 
at  the  heavy  line,  draw  a  light  line  that  is  8  inches  long, 
(c)  Mark  this  last  line  off  into  inch  length,     (d)  Follow 
the  instructions  given  in  last  lesson,  and  use  this  line  to 
construct  the  figure  of  a  full-grown  person.     How  large 
is  the  head?    Across  which  spaces  do  you  draw  the  trunk 
line?     Where   is   the   neck  located?     The   shoulder   line? 
(e)   How  long  is  the  shoulder  line?     (f)   How  far  apart 
are  the  elbows  in  your  drawing? 


LESSON  XL. 

1.  (a)  Measure  off  a  distance  of  1^4  inches  from  the 
right-hand  side  of  the  paper.  Place  your  ruler  this  distance 
from  the  edge  and,  beginning  at  the  heavy  line  near  the 
paper,  draw  a  light  line  3%  inches  long,  (b)  3%  inches 
equal  how  many  eighth  inches?  (c)  What  is  %  of  this 


ARRANGED  FOR  INDIVIDUAL  WORK  93 


number?     (d)  In  making  five  equal  spaces  on  a  line 
inches  long,  each  space  is  ________________  inch  wide,     (e)    Divide 

this  line  3%  inches  into  five  spaces,  each  %  inch  wide. 

2.  On  this  line  make  the  figure  of  a  two-year-old  child 
by   following   the   directions   given   in   Lesson    XXXVIII. 
Make  the  shoulder  lines  %  inch  long  on  each  side  of  the 
trunk  line,   and  the  pelvis  line  is   *4  inch  on  each  side 
of  the  trunk  line. 

3.  (a)  Place  your  ruler  so  that  the  edge  will  come  at 
the  very  top   (in  the  middle)    of  the  head  of  the  adult 
and  also  at  the  very  top  (in  the  middle)   of  the  head  of 
the  two-year-old  child,     (b)  Now  hold  it  steady  while  you 
draw  a  broken  line    (light)   from  one  of  these  points  to 
the  other,     (c)  Now  place  your  ruler  so  that  it  will  come 
at  the  bottom  of  the  head  of  the  adult  and  at  the  bottom 
of   the   head   of   the   two-year-old   child.      Sketch    lightly 
another  broken  line  at  this  place,     (d)   Place  your  ruler 
so   that   it   comes   at   the   point   where   the   shoulder   line 
crosses  the  trunk  line  of  the  adult  and  also  of  the  child. 
Draw  a  broken  line  in  between  these  points,     (e)  Connect 
the  circles  that  represent  the  left-hand  shoulders  with  a 
broken  line,      (f)    Those   that   represent   the   left   elbows. 
(g)  The  left  wrists,     (h)  The  left  knees,     (i)  The  ankles. 

4.  (a)   Measure  the  distance  from  the  point  between 
the  feet  of  the  adult  to  the  point  between  the  feet  of  the 
child,     (b)  What  is  one-half  of  this  number?     (c)   Show 
on  the  heavy  line  at  the  bottom  of  the  paper  where  this 
point  would  be.     (d)  Place  your  ruler  so  that  it  makes  a 
square  corner  at  this  point,  draw  a  broken  line  from  this 
point  to  the  broken  line  drawn  from  the  tops  of  the  heads. 
(e)  Draw  a  head  for  another  figure  on  this  line.     (It  will 
come  between  the  line  drawn  at  the  top  of  the  head  and 
the  one  at  the  bottom  of  the  head.)     (f)  Draw  a  broken 


94          SUGGESTIVE  LESSONS  IN  NUMBERING 

line  from  the  right  shoulder  of  the  adult  to  the  right 
shoulder  of  the  child.  This  locates  the  right  shoulder  of 
this  figure.  The  line  already  drawn  from  the  left  shoulder 
of  the  one  to  the  left  shoulder  of  the  other,  locates  the 
left  shoulder  of  this  figure,  (g)  Do  you  see  how  to  locate 
the  right  elbow?  The  left  elbow?  The  right  hip?  The 
left  hip?  Complete  the  figure.  It  will  represent  a  10-year- 
old  child. 

5.  (a)  Find  the  middle  of  the  space  on  the  heavy  line 
at  the  bottom  between  the  adult  and  the  10-year-old,     (b) 
Draw  a  broken  line  from  this  point  to  the  top  head-line, 
(c)  On  this  line  draw  the  figure  of  a  14-year-old. 

6.  (a)  Find  the  middle  of  the  space  (on  the  heavy  line 
at  the  bottom)  between  the  10-year-old  and  the  2-year-old. 

(b)  Draw  a  line  from  this  point  to  the   top  head-line. 

(c)  On  this  line  draw  the  figure   of   a  6-year-old,      (d) 
Under  the  heavy  line  at  the  bottom  name  each  one  "2  yrs.," 
"6  yrs.,"  "10  yrs.,"  14  yrs.,"  "18  yrs." 

7.  (a)  On  another  sheet  of  paper  draw  any  one  of  these 
figures  dressed  in  a  clown  suit,     (b)  Color  to  suit  your- 
self. 

8.  (a)    Select  one  of  these  to  make   a  pattern  for  a 
Jumping  Jack,     (b)  Cut  out  a  body,     (c)  Cut  arms  and 
legs,     (d)  Fasten  them  to  the  body  with  pins. 


lount 
hlet 
ier 
Bros. 


YC.  15134 


21,1908 


492236 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


